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FINAL REPORT 



War Issues Course 

OF THE 

Students' Army Training Corps 



I 



By 
FRANK AYDELOTTE 

Director War Issues Course 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

WASHINGTON 

MAY, 1919 



FINAL REPORT 



War Issues Course 

OF THE 

Students' Army Training Corps 



By 
FRANK AYDELOTTE 

Director War Issues Course 



^^.^'.WAR DEPARTMENT, 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING. 

WASHINGTON 

MAY, 1919 






(J„ of -'• 

mi 28 Wl 






Washington, D. C, 
January 20, 1919. 

Dr. C. R. Mann, Chairman Advisory Board, 
War Department, Committee on Education 
and Special Training, Washington, D. C. 

My Dear Dr. Mann: 

In accordance with your instructions I submit here- 
with our final report on the organization and conduct of the 
War Issues Course both in the vocational and collegiate 
sections of the Students' Army Training Corps. 

I have tried in the report to give the credit which 
is due to the members of our organization for their loyal 
work in the task on which we were engaged, but it is impos- 
sible in such limits to do justice to the efforts of the wide 
circle of men in Washington, in our district offices, and in 
educational institutions throughout the country, whose 
hearty and intelligent co-operation gave the course what- 
ever value it may have had. 

Yours sincerely, 

FRANK AYDELOTTE, 

Director War Issues Course. 



CONTENTS 

Introduction 7 

I. Origin 9 

II. Purpose and Methods 9 

III. Organization of the Course : Vocational Section 11 

IV. Development of the Course: Vocational Section 12 

V. Results : Vocational Section 14 

VI. Organization and Development of the Course : 

Collegiate Section 15 

VII. Results : Collegiate Section 17 

VIII. Co-operation of Outside Agencies 18 

IX. Future of the Course 20 

X. Other Activities of this Department 20 

APPENDIX 

A. Circular letters, bibliographies and instructions issued by the 

Committee : 

C. e. 1. Ordering Course: Vocational Section 25 

C. e. 2. Preliminary Instructions: Vocational Section 28 

C. e. 3. Wentworth Material 31 

C. e. 5. District Directors : Vocational Section 37 

C. e. 7. Provision for Questions: Vocational Section 38 

C. e. 9. Maps : Vocational Section 40 

C. e. 11. Ordering Reports from Commanding Officers 41 

C. e. 12. Ordering Course : Collegiate Section 42 

C. e. 13. Suggestions for Organization: Collegiate Section.... 47 

C. e. 14. Supplementary Plans : Collegiate Section 52 

C. e. 21. Questions on the Issues of the War 53 

C. e. 22. Maps of Problem Areas 80 

C. e. 24. FaciUties for Future Courses on Problems of the War . 82 

C. e. 26. Descriptive Circulars of the W. I. C 85 

B. Reports of District Directors : Collegiate Section : 

C. H. Moore, District 1 87 

W. E. Hocking, District 2 88 

W. E. Lingelbach, District 3 91 

J. G. de R. Hamilton, District 4 95 



M. L. Bonham, Jr., District 5 97 

F. S. Bogardus, District 6 99 

J. H. Tufts, District 7 101 

J. S. Young, District 8 104 

G. H. Mead, District 9 106 

R. P. Brooks, District 10 108 

J. S. P. Tatlock, District 11 110 

E. E. Robinson, District 12 Ill 



INTRODUCTION 

THE pages which follow tell the story of one activity of the Committee 
on Education and Special Training which was closely connected both 
with the Vocational and Collegiate sections. This is the course on 
the Issues of the War which began in July 1918, in the National Army Train- 
ing Detachments (as the Vocational Section was then called) and which was 
extended to the Collegiate Section when that was started in September. 

The purpose of this course was to build up the morale of the soldiers who 
were being trained under the direction of the Committee by giving them an 
idea of what the war was about and of the reasons for our participation in 
it. As planned and conducted by the Committee, the course was not so 
much a statement in propaganda form of the official reasons for our partici- 
pation in the war as an attempt to provide the men with a basis of the facts 
upon which our cause rested and a further attempt to induce them to form 
their own opinions by discussion. Lecturers were not told what to say nor 
were men told what to think. These methods were chosen as being best 
suited to a democratic army fighting for a cause which was typified by their 
own free institutions. 

In the National Army Training Detachments (or vocational section) the 
course of training extended over eight weeks and the War Aims Course con- 
sisted of eight lectures. In the collegiate section, where the course of train- 
ing was planned to extend from three months to two years, the Course on the 
Issues of the War came three times a week with corresponding time for 
study. A tabulation of the number of instructors and men in the two sec- 
tions of the course is as follows: 

(i) VOCATIONAL SECTION (July i to Dec. 15) 

Number of institutions giving the course 150 

Number of instructors engaged 250 

Number of enlisted men receiving the course 128,000 

Number of District Directors 4 

(2) COLLEGIATE SECTION (Oct. i to Dec. 21) 

Number of institutions giving the course 540 

Number of instructors engaged 2,500 

Number of enlisted men receiving the course 125,000 

Number of District Directors 12 



I. ORIGIN 

Plans for some kind of a course on the meaning of the war, designed 
to enhance the morale of the soldiers being trained under the direction of 
the Committee, by giving them some understanding of the cause for which 
we were fighting, had been under discussion since about the first of March, 
1918. When it was first suggested to me that I should join the committee 
in Washington, I proposed some such plan to Dr. Mann and Colonel Clark, 
and undertook to come to Washington to work it out. My first intention 
was to arrive on May 1, but it turned out to be impossible for me to get 
away until the first of June. Mr. Leland Olds, who was to be my assistant, 
began work on the first of May. 

Meanwhile the Vocational Training Detachments were started in many 
institutions on April 15th, and Mr. E. D. McDonald, who was Professor of 
English at Wentworth Institute in Boston, conceived the idea on his own 
account of offering such a course to the Special Training Detachment there. 
He spoke to me about the matter and I realized at once that this would be 
an experiment which might be turned to account in convincing the Com- 
mittee of the desirability of such a course and in determining the methods 
by which it should be worked out. I discussed Mr. McDonald's plans with 
him and at his invitation gave one lecture in the course. At my suggestion 
he asked the men to write out, without signing their papers, the questions 
which puzzled them them most, and again at my suggestion, he asked the 
soldiers at the end of their course to say what value they thought the train- 
ing had had for them. 

These questions and opinions we gathered together about the second 
week in June. I brought them down to Washington, Saturday, June 15th, 
and went over them with Dr. Mann and other members of the Advisory 
Board early that morning, again with General Rees at eleven, again with 
Secretary Keppel and Colonel Conway and Colonel Curry of the War College 
at twelve. The result was to convince the Committee of the value of such 
work, and the next week the course was ordered installed in all Vocational 
Training Detachments. On July 1st, Mr. McDonald came to Washington 
to act as my assistant in organizing and directing the work. 

II. PURPOSE AND METHODS 

The purpose of the work was to enhance the morale of the soldiers under 
training, but it was never conceived by us as a purely propaganda course. 
Our attempt from the very start was to lead the men to formulate their own 
opinions by discussion, rather than to furnish them with opinions ready made. 
We placed the greatest emphasis on the opportunity for questions from the 
very beginning of the work, and insisted that lecturers should invite such 



FINAL REPORT— WAR ISSUES COURSE 



questions at every meeting of the class — believing this to be the most effec- 
tive of all methods for producing conviction. 

We consciously tried to make the course a presentation of facts rather 
than merely an emotional appeal. We did not wish to rule out eloquent 
speaking, but we had the greatest distrust of sham eloquence, feeling that 
nothing would go so far to discredit our cause as mere denunciation of the 
enemy unsupported by facts. 

We tried to place the emphasis on the positive side, the ideals of 
democracy and freedom for which we were fighting, rather than on the 
merely negative aspects — hatred of the Germans and of their barbarous 
methods of warfare. Stories of atrocities seemed curiously unconvincing to 
American soldiers and our men seemed to us to respond much more readily 
to the positive and idealistic aspects of our cause. 

The War Aims Course in the Vocational Training Detachments was 
intended to constitute, and really did constitute, a liberal element in the 
vocational training. Its purpose was to show the men why they should fight, 
the meaning of the war in which they were engaged, in a way strictly 
analogous to the purpose of philosophy and liberal studies, which are 
intended to assist a man in working out the meaning of his life and the nature 
of the world in which he lives. When the course on the Issues of the War 
was organized in the Collegiate Section, there was more opportunity for 
working out this liberal aim. The military requirements in the Collegiate 
Section were so large that small attention could have been paid to distinctly 
liberal studies, had not the Committee insisted on devoting so much time 
to the War Issues Course. This action was based on the belief that in spite 
of the very large mechanical and technical elements in modern warfare, the 
vocation of the soldier has not ceased and should not cease to be a liberal 
profession. 

Perhaps no statement of this aim could be better than that made by 
Dean Woodbridge in an article in the Columbia Alumni News, November 
15, 1918: 

"While the immediate aim of the course is to make clear what the issues 
of the war are, the means to this end involve a study of the historical and 
economic causes of the war, the different points of view of the nations as 
expressed in their governments and social institutions, and their different 
points of view as expressed in their philosophies and literatures. 

"It is not surprising, therefore, that those who have had to do vAth this 
course are beginning to ask themselves if it does not constitute the elements 
of a liberal education for the youth of today. Born of the consciousness that 
a democracy needs to know what it is fighting for, it has awakened a con- 
sciousness of what we, as a people, need to know if our part in the world of 
today is to be intelligent, sympathetic, and liberal. In the past, education 
was liberalized by means of the classical tradition. It afforded for educated 



ORGANIZATION— VOCATIONAL SECTION 



men a common background of ideas and commonly understood standards of 
judgment. For the present that tradition no longer suffices. If education 
is to be liberalized again, if our youth are to be freed from a confusion of 
ideas and standards, no other means looks so attractive as a common knov/1- 
edge of what the present world of human affairs really is. The war has 
revealed that world with the impelling clearness which tragedy alone seems 
able to attain. That our student soldiers may see the issues, is of immediate 
consequence. But the war and its issues will be the absorbing theme of 
generations to come. To the thoughtful, therefore, the course affords the 
opportunity to introduce into our education a liberalizing force which will 
give to the generations to come a common background of ideas and com- 
monly understood standards of judgment." 

III. ORGANIZATION OF THE COURSE 

VOCATIONAL SECTION 

The Vocational Training Course was eight weeks long and the War Aims 
Lectures came once a week. Our outline of the ground to be covered in 
these eight lectures was as follows : 

1. The present situation on the various fighting fronts; conditions in 
Russia, Germany, France, and England; the shipping situation; race for man 
power, etc. 

2. Meaning of autocracy and of democracy; brief summary of events 
leading up to the War in 1914, and the reasons for our entering it in 1917. 

3. Germany — her government, character, national aspirations and ideals. 

4-7. The same for Austria, France (including the question of Alsace- 
Lorraine), Great Britain (including the self-governing colonies, Ireland, 
India and Egypt), Italy, and the Balkans. 

8. What we are fighting for ; what, according to President Wilson's state 
papers, are the necessary conditions of a satisfactory peace; and what we 
must accomplish before peace can be made. 

We did not insist on slavish uniformity of subject matter, but we found 
in practice that most lecturers stuck pretty closely to this program. We did 
not send out a detailed syllabus which we required lecturers to follow, but 
rather left them to make their own outlines on the basis of our general 
instructions. 

We sent to all our lecturers the publications of the Committee on Public 
Information which included Harding's "Topical Outline for the Study of the 
War," and we sent in addition Hoskins' "Preliminaries of the World Con- 
flict," and a syllabus of six lectures on the war which had been originally pre- 
pared by the National Board for Historical Service for the use of the Com- 
mission on Training Camp Activities. We later sent to all the Vocational 
Sections the Strategic Map of Central Europe prepared by the War College 
in 1917. This map, while useful for some purposes, was not adequate to the 
needs of the course, and it proved difficult even for the institutions which 



FINAL REPORT— WAR ISSUES COURSE 



were willing to buy maps to find what they wanted in the market. The map 
question was never adequately solved until we secured in December, 1918, 
the series of maps of problem areas which had been prepared by the Ameri- 
can Geographical Society for the House Inquiry. Even these would have 
needed to be supplemented had the course gone on through the academic 
year 1918-19. 

As far as methods of teaching were concerned our instructions may be 
summed up in one paragraph from the letter of June 21st. 

"The instructors should be men who have made a careful study of the 
issues of the war; they should be men of attractive personality, and emi- 
nently skillful and successful teachers. They should be not merely good 
lecturers, but also men who are patient and successful in getting their classes 
to ask questions. The success of the work will depend mainly not on pre- 
senting a cut-and-dried body of facts, but upon making these facts answef 
convincingly the questions in the minds of the soldiers — even though these 
questions may seem in some cases trivial or irrelevant. A dogmatic presen- 
tation of the material would be fatal to the success of the work ; on the con- 
trary the attitude of the instructor should be fair and patient ; his aim should 
be to present facts rather than propaganda, resting our cause upon its solid 
basis of truth and justice. It need not be pointed out that the instructors 
who are doing this work must have the power of presenting their ideas in 
simple and easily understood terms." 

All our later instructions were simply amplifications of that paragraph, 
and I think it fair to say that our District Directors found that those instruc- 
tors who lectured in that spirit were successful, while those who did not, for 
the most part, failed. There were very few of the latter sort. We found the 
men who were giving the lectures extraordinarily willing to co-operate, to 
receive suggestions, and to put their best into the work. 

IV. DEVELOPMENT OF THE COURSE 

VOCATIONAL SECTION 

A letter ordering the course as an integral part of the work of all Voca- 
tional Detachments was sent out June 21, 1918. Since contracts were already 
signed and in force, a rider was prepared for each contract allowing com- 
pensation of an additional 1^/2 cents per man per day to pay the cost of this 
instruction. Institutions were asked to pay each instructor a minimimi of 
$5.00 per hour for a class of not more than fifty men, and no instructor was 
allowed to conduct more than ten such classes per week. Institutions were 
asked to secure at once the number of instructors which they needed and to 
report their names by telegraph to the Com.mittee. 

The date fixed for beginning the course was July 15th, but those institu- 
tions which were ready were allowed to begin July 1st, or any date between. 



DEVELOPMENT— VOCATIONAL SECTION 



A large number of institutions began their courses before the 15th of July; 
a small number started them later. 

The War Aims Course was considered a part of the military rather than 
of the technical instruction. The War Aims instructors were asked to work 
in closest co-operation with the military authorities, and the evidence indi- 
cates that this co-operation was very cordial on both sides. The time for the 
course was taken out of the time ordinarily devoted to drill. 

Preliminary instructions to the men giving the War Aims Course were 
issued June 27th and sent to instructors as fast as they were appointed. 

For the purpose of inspection four District Directors were appointed early 
in July. Their names and the districts which they covered were as follows : 

Districts 1, 2 and 3 (Northeastern States) 

Professor W. E. Hocking, Harvard University, Cambridge, Mass. 

Districts 5 and 7 (Middle Western States) 

Professor F. S. Bogardus, Indiana State Normal School, Terre Haute, Ind. 
Districts 4 and 6 (Southern States) 

Professor M. L. Bonham, Jr., Louisiana State University, Baton Rouge, La. 

Districts 8, 9 and 10 (Pacific States and Texas) 

Professor J. S. P. Tatlock, Stanford University, Cal. 

These District Directors reported directly to Washington; they were on 
the road continuously during the months of July, August and September, and 
it was very largely due to their tactful and effective work that the course in 
the Vocational Detachments went so well. 

Our theory of the work of the District Directors was that it was more 
important for the purpose of assisting the institutions to improve their work 
than for inspecting results already obtained. The form of report used by 
them involved the careful study of the work of each instructor. In most 
cases the Directors visited the classes and heard the instructors lecture. 
The result was to give us a very exact notion of the work of each of the 250 
instructors. We maintaine da large correspondence with these instructors 
throughout the whole course of the work, and it was our firm conviction that 
there was a great advantage in keeping them as closely as possible in touch 
with the Washington office. 

We called our District Directors to Washington for a conference Septem- 
ber 5, 6, 7, at which time the results of the work were canvassed in great 
detail. A statement on this subject will be found in a later section of the 
report. 

On July 24th a circular letter was sent to all instructors in the War Aims 
Course asking that they have their students write out, without signing, a 
paper of questions on the war, asking frankly and fully about the things 



FINAL REPORT— WAR ISSUES COURSE 



which puzzled them most. The instructors were asked to sift out the most 
significant of these questions and to send them in typewritten form to Wash- 
ington. The total number of questions received by us was between 40,000 
and 50,000. We employed Professor Wallace Notestein to make a preliminary 
survey of these questions in order to select the ones which would be most 
useful as a guide to men giving the course. Professor Notestein made a selec- 
tion of about 500 and began the work of preparing a list of references to the 
material which would answer them. After about a month Professor Notestein 
was compelled to leave the employ of the Committee and the work was car- 
ried on by Professor T. W. Riker, of the University of Texas. When Pro- 
fessor Riker was compelled to go back to Texas in October the task was con- 
tinued by a number of historians at Columbia, and finally completed by the 
members of the National Board for Historical Service. Dr. Joseph Shafer, of 
the University of Oregon, and Professor Dana Munro, of Princeton, super- 
intended the greater part of the work. The result was our Pamphlet C. e. 21, 
which aside from the interest of the questions, was very useful as a biblio- 
graphy of the war. 

V. RESULTS 

VOCATIONAL SECTION 

The course in the Vocational Section apparently held the interest of the 
men to a surprising extent. This is shown by the reports showing the 
number of questions which the men asked and the amount of discussion 
which took place in connection with the lectures. It is shown also by the 
things which the men said on various occasions about the course. Our infor- 
mation on all these topics was exceptionally full because of the fact that our 
District Directors visited the classes everywhere they went. 

In addition to attracting the interest of the men, the course apparently had 
an important effect in enhancing morale; the men themselves have borne 
ample testimony to this fact, and the Commanding Officers have confirmed it. 
In August, the military department sent a circular letter to all Commanding 
Officers in the Vocational Detachments, asking them to answer three 
questions : 

1. Does the War Aims Course hold the interest of the men? 

2. Is the effect such as to enhance their morale? 

3. In what respects is the course most effective and why? 
In what respects is it least effective and why? 

Answers were received from Commanding Officers in 127 institutions: five 
were flatly opposed to the course, eight gave qualified approval, while one 
hundred and fourteen gave it wholehearted endorsement. 



ORGANIZATION— COLLEGIATE SECTION 



yi. ORGANIZATION AND DEVELOPMENT OF 
THE COURSE 

COLLEGIATE SECTION 

When the Collegiate Section of the Students Army Training Corps was 
organized it was at once decided to require the institutions to devote three 
hours a week to an expanded course on the Issues of the War. On September 
10th a memorandum was issued giving general directions for this course and 
asking the colleges to report to the Committee the name of the professor 
placed in charge. 

The Committee felt that the soldiers should know something about the 
historical and economic causes of the war, the problems of government which 
have played so important a part in it, and the national ideals of the various 
countries engaged in the struggle. The colleges were accordingly requested 
to organize a course combining the points of view of history, government, 
economics, philosophy, and modern literature. In a normal program the first 
three months were to be given to the historical and economic causes of the 
war, the second three months to the governments of the various countries 
engaged, and the third three months to an explanation of their national char- 
acteristics and ideals. The course was to be combined with the usual elemen- 
tary course in English composition whenever possible, in order to economize 
time and to make the work of the course more effective by requiring students 
to write essays on the subjects which they were studying. 

As in the Vocational Section, so in the Collegiate Section, the Committee 
refused to lay down a hard-and-fast outline for the course; instead the pro- 
fessors in charge in each institution received only general outlines and sug- 
gestive materials, such as McKinley's "Collected Materials for the Study of 
the War," on the basis of which they were asked to outline their course. They 
were requested to include the following points in the first term in whatever 
way it might be organized : 

(1) The Geography and Races of Europe with some particular considera- 

tion of the failure of national boundaries, as drawn before 1914, to 
correspond with national feeling (as in France, Italy, Poland, 
Austria-Hungary, and the Balkans). 

(2) The mineral and agricultural resources of the various countries. 

(3) Their systems of transportation. 

(4) Their trade relations with other parts of the world. 

(5) The struggle for colonial expansion. 

(6) The origin of the Prussian State and the German Empire. 

(7) The development of popular government in Great Britain and the 

evolution of the British Empire. 

(8) Recent events such as the reform in the House of Lords, Irish Home 

Rule, Prussian Electoral Reform, and the status of Alsace-Lorraine 
in the German Empire. 



FINAL REPORT— WAR ISSUES COURSE 



Had the course continued, similar suggestions would have been issued for 
the second and third terms. 

A number of colleges, among them Columbia, University of Illinois, Uni- 
versity of North Carolina, University of Missouri, and Clark, printed able 
and scholarly syllabi. These syllabi were in some instances widely dis- 
tributed and undoubtedly did much to unify and make effective the War 
Issues Course in many institutions. 

At the time of the signing of the Armistice the Committee was planning to 
provide an elaborate series of materials for the direction of the course in the 
Collegiate Section. A brief bibliography, C. e. 17, was issued in October. 
The pamphlet, "Questions on the Issues of the War," C. e. 21, was issued 
early in November. A bulletin announcing that the maps of problem areas 
prepared by the American Geographical Society for the House Inquiry would 
be made available for the War Issues Course, was issued November 8th. On 
October 15th the Committee entered into an agreement with the World Peace 
Foundation by which the Foundation was to finance the publication of a 
series of pamphlets, bibliographies, and syllabi on subjects connected with 
the War Issues Course, and the co-operation of various other outside agencies 
was secured. A summary list of these will be found in Section VIII below. 

During the month of October the following men were appointed District 
Directors of the War Issues Course : 

1. New England States, 

C. H. Moore, Harvard University. 

2. New York and New Jersey, 

W. E. Hocking, Harvard University. 

3. Pennsylvania, Maryland, Delaware, and District of Columbia, 

W. E. Lingelbach, University of Pennsylvania. 

4. Virginia, North Carolina, South Carolina, Georgia, and Florida, 

J. G. de R. Hamilton, University of North Carolina. 

5. Kentucky, Tennessee, Alabama, Mississippi, 

M. L. Bonham, Jr., Louisiana State University. 

6. Ohio, Indiana, and West Virginia, 

F. S. Bogardus, Indiana State Normal School. 

7. Michigan, Wisconsin, and Illinois, 

J. H. Tufts, University of Chicago. 

8. Iowa, Minnesota, North Dakota, South Dakota, and Nebraska, 

J. S. Young, University of Minnesota. 

9. Missouri, Kansas, Colorado, and Wyoming, 

G. H. Mead, University of Chicago. 

10. Texas, Oklahoma, Arkansas, and Louisiana, 
R. P. Brooks, University of Georgia. 



RESULTS— COLLEGIATE SECTION 



11. California, Nevada, Utah, New Mexico and Arizona, 

J. S. P. Tatlock, Leland Stanford University. 

12. Montana, Washington, Oregon, and Idaho, 

E. E. Robinson, Leland Stanford University. 

The Director of the War Issues Course held meetings with the newly 
appointed District Directors at the conferences in New York, Chicago, and 
Kansas City, Octobr ISth, 17th, and 21st. These were followed by an instruc- 
tion bulletin, C. e. 20, issued October 25th. The report form provided for 
District Directors to use in describing the courses in the Collegiate Section 
was so arranged as to place the emphasis on the course rather than on the 
men who were giving it. Reports were made on nearly all the institutions 
which maintained units of the Students Army Training Corps. A summary 
of these will be found in Section VIII. 

VII. RESULTS 

COLLEGIATE SECTION 
It is more difficult to estimate the results of the War Issues Course in the 
Collegiate Section. During the time that the course was in operation, the 
District Directors were more occupied in discussing the plans for it with the 
different professors in charge than in attempting to estimate the results. The 
epidemic of influenza and the confusion incident to the beginning of the 
Students Army Training Corps prevented the men from doing a very large 
amount of work. However, in their summary reports of the War Issues 
Course, the District Directors stressed particularly the following points: 

THE WAR ISSUES COURSES AS A LIBERAL STUDY 

1. The War Issues Course was designed in part to take the place and 
perform the function in the S. A. T. C. curricula of the humanistic studies. 
There is good reason for believing that the course would successfully have 
performed this function. Even though in operation but a short time there is 
evidence to show that the course had made many friends in its "character as 
a concrete center for various abstract disciplines, such as politics, philosophy, 
and letters." Especially was this hue in the technical and professional 
schools. Here the War Issues Course, because of its broad content and aim, 
seemed to serve the pvirpose, which in the past has in many cases been poorly 
served by the specialized courses given without any regard to departmental 
co-operation. 

CO-OPERATION BETWEEN DEPARTMENTS 

2. Concerning this aspect of the course, about which critics were most 
doubtful, it is, on the basis of many reports, possible to speak with certainty. 
Many persons felt that active co-operation between departments could not 



FINAL REPORT— WAR ISSUES COURSE 



be secured, but this skepticism was not justified. In an overwhelming 
majority of institutions the different departments found it possible to work 
together in organizing the course and the Committee has had directly and 
through its representatives many expressions of approval of this feature of 
the plan. This practice in departmental co-operation will form an important 
precedent for further enterprises of the same kind. 

WILLINGNESS TO ACCEPT DIRECTION 

3. The District Directors are unanimous in feeling that their efforts to 
give to the colleges intelligent and useful assistance were almost everywhere 
received graciously and appreciatively. This is expressed very well in a 
quotation taken from one of the summary reports, "The outstanding impres- 
sion in my mind on the willingness of the colleges to accept suggestions is 
the endless appetite everywhere for direction and for suggestion which could 
be used at least as something to depart from." 

IMPROVEMENT IN EQUIPMENT 

4. The requirement of the War Issues Course with regard to equipment, 
such as books, pamphlets, maps, etc., was rather heavy. Many of the insti- 
tutions were poorly equipped with maps and many had an insufficient supply 
of books. There is, however, every reason to believe that practically all of 
the institutions made an earnest effort to secure the necessary equipment for 
the successful conduct of the War Issues Course. The result is that many of 
these schools are now better equipped for work in history and economics 
than ever before, and the grade of their instruction should accordingly 
be raised. 

CONTINUATION OF THE COURSE 

5. Another result of the course appears to be the important fact that 
between 200 and 300 institutions have decided to continue the work at least 
during the remainder of this year, making a comparative study of govern- 
ments, considering the issues of the Peace Conference and the problems of 
reconstruction. It can hardly be denied that there is a very important need 
for instruction in the many new problems, both national and international, 
which concern our country as the result of our participation in the war, and 
it seems clear that the War Issues Course has done something toward giving 
the colleges a livelier realization of that need. 

VIII. CO-OPERATION WITH OUTSIDE AGENCIES 

Our consistent policy in the development of the War Issues Course was 
to enlist the co-operation of private agencies in providing materials wherever 
possible, rather than to issue official text-books or outlines ourselves. We 
steadfastly refused to select any official text-books for the course, and 



CO-OPERATION WITH OUTSIDE AGENCIES 



endeavored instead to induce publishers to provide books in the ordinary 
way from which the colleges could select. We tried to take advantage of 
every other agency which might assist in providing materials for the course, 
and by the time the Armistice was signed we had succeeded in interesting a 
large number of such agencies in the work. 

Almost all the leading publishers had planned to bring out text-books for 
the work, and some twelve or fifteen were in preparation by the time the 
Armistice was signed. Four of these which were planned for the second 
term have been produced in spite of the demobilization of the Students 
Army Training Corps. About a dozen other books, which have been planned 
for the third term, will probably be given up. 

The National Board for Historical Service has rendered us important 
assistance throughout the whole course of the work in advising us as to 
personnel, preparing for us bibliographies and syllabi, and in giving us in 
every way possible the benefit of the best historical advice to be found in 
the country. The Board is planning to continue its services for such colleges 
as wish them, in co-operation with the World Peace Foundation, as explained 
in Section X below. 

The World Peace Foundation undertook to finance for us a series of 
pamphlets and bibliographies designed to supplement the books issued by 
commercial publishers. Some of these pamphlets were already in prepara- 
tion at the time that it was decided to demobilize the Students' Army Train- 
ing Corps, but the series will be continued if it appears that enough colleges 
will use the pamphlets to make the publication worth while. When the 
Committee on Public Information closed its domestic activities after the 
signing of the Armistice they turned over to us the entire remaining stock 
of their publications. These are being distributed for us by the World 
Peace Foundation to educational institutions with no charge except for 
carriage. 

The American Geographical Society generously undertook to supply to 
colleges the series of maps prepared for delegates to the Peace Conference 
at a price which barely covered the cost of paper, printing, and carriage. 
These maps will still be available for institutions or individuals on the same 
terms — i. e. twelve dollars for the entire set. 

The Carnegie Endowment for International Peace, the American Asso- 
ciation for International Conciliation, the League to Enforce Peace, and the 
National Security League have all supplied us with such of their publica- 
tions as seemed likely to be of assistance to instructors in the course. 
Through an arrangement with the National Board for Historical Service we 
secured also 500 copies each of 20 or 25 pamphlets handled by the Belgian 
and British Commissions which were distributed to the institutions having 
units of the Students Army Training Corps. 



FINAL REPORT— WAR ISSUES COURSE 



The Historical Outlook, formerly known as the History Teachers' 
Magazine, published by the McKinley Publishing Company in Philadelphia, 
kindly offered us the use of their columns for the publication of bulletins 
and articles connected with the course. 

IX. FUTURE OF THE COURSE 

The information which has been received by the Committee indicates that 
a large number of institutions will continue to give courses of the same 
general character as the War Issues Course, dealing with the war, the Peace 
Conference and the Problems of Reconstruction. Our bulletin C. e. 24, 
which will be found in the Appendix, gives in detail the facilities provided 
for these courses. There seems to be, at this time, a great need for instruc- 
tion of this character. The United States is facing a large number of new 
problems, both national and international, growing out of our participation 
in the war. It is absolutely necessary that the colleges train their students 
to deal with these problems, if we are to meet adequately the demands which 
will be made upon us as a world power in the future. 

X. OTHER ACTIVITIES OF THIS DEPARTMENT 

Aside from the War Issues Course, certain other activities, bearing on 
the matter of morale, have fallen under the jurisdiction of this department. 
A brief account of these activities follows: 

1. Shortly after the organization of the Collegiate Section of the Stu- 
dents Army Training Corps, the Commission on Training Camp Activities 
detailed Professor Peter W. Dykema, Professor of Music, University of 
Wisconsin, to the task of developing group singing, both in Vocational and 
Collegiate units of the Students Army Training Corps. Professor Dykema 
held some twenty-five or thirty conferences of song leaders in various parts 
of the country during the months of October, November and December, and 
was preparing an elaborate district organization to follow up these confer- 
ences when the Students Army Training Corps was demobilized. Bulletins 
C. e. 15 and C. e. 16 described the arrangements which were made for this 
work. 

2. By arrangement with the Commission on Training Camp Activities 
the lectures and moving picture films on Social Hygiene which were pre- 
pared for the National Army Cantonments were made available for the units 
of the Students Army Training Corps. Captain R. R. Long had charge of 
this work, and the lectures had been given and the films shown in a large 
number of our units before the Students Army Training Corps was 
demobilized. 



OTHER ACTIVITIES 



3. The Home Service Department of the Red Cross, which has made an 
important contribution to the morale of our armies by giving the men some 
idea of the organization which existed for taking care of the families of 
soldiers in the case of accident or distress, asked our permission to give their 
lectures to units of the Students Army Training Corps. The purpose of 
these lectures in our units was largely to prepare the men for their work as 
officers by giving them information which 'they might need to pass on to 
soldiers under their command. These lectures seemed a proper and impor- 
tant part of the training of an officer and we had accordingly encouraged 
the Red Cross to give them. 

4. After the formation of the Morale Division under the command of 
General Munson, the Director of the War Issues Course was designated as 
liaison officer from this Committee. A number of consultations were held 
to discuss the plans of the Morale Division, but the doubt concerning the fut- 
ure of the Committee made it seem unwise for us to undertake any work for 
the division. 

5. A modest paper or journal entitled "The Fighting Mechanic," was 
published for some months by this office. The purpose of the paper, as its 
name indicates, was to publish or circulate certain matters of interest con- 
cerning the vocational work. It was intended to build up the morale of the 
various institutions by circulating the best ideas and by making public some 
of the remarkable achievements along new lines which had been made by 
various schools. In all, seven issues of the paper were printed. 



APPENDICES 



APPENDIX A 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Section of Training and Instruction Branch 

War Plans Division, General Staff 

Old Land Office Building, 8th and F Streets 

C.e. 1 

Washington, June 21, 1918. 

FROM: Committee on Education and Special Training. 

TO: Institutions where Training Detachments are located. 

SUBJECT: Development of Morale. 

1. The Committee on Education and Special Training of the War Depart- 
ment has decided to include, as an integral part of the training now being 
conducted for mechanics, a course of eight lectures for each class, on the 
issues of the war and the international situation. The purpose of these 
lectures is to enhance the morale of the soldiers under training by giving 
them an idea of what the war is about and of the supreme importance to our 
democracy of the cause for which we are fighting. An experimental course 
of this nature given during the past eight weeks at the Wentworth Institute 
in Boston has demonstrated that such work properly conducted has the 
greatest value in giving the men enthusiasm for our cause and in making 
them increasingly eager to do their part to win the war — in other words, in 
building up their morale. 

2. The Committee is prepared to give the schools a moderate remvmera- 
tion for this added work, and feels the importance of having it conducted 
according to a uniform plan, which is outlined in the following paragraphs. 

INSTRUCTORS 

3. Each school is asked to nominate at once an instructor (or more than 
one if the nimiber of students requires) to conduct Hiis work. The work 
should be conducted as a part of the regular program of instruction, in 
classes of not more than fifty men each, and no one instructor should hold 
more than ten such classes per week. Each class should meet once a week 
and should be held by the same man during the eight weeks allov/ed for the 
course in order that he may have the opportunity to become as well 
acquainted with the students as possible. Furthermore each instructor 
should set apart some regular time, preferably in the evening at the barracks, 
when the men can consult him individually about matters which have 
puzzled them. 

The instructors should be men who have made careful study of the issues 
of the war; they should be men of attractive personality, and eminently 

35 



FINAL REPORT— WAR ISSUES COURSE 



skillful and successful teachers. They should be not merely good lecturers, 
but also men who are patient and tactful in getting their classes to ask 
questions. The success of the work will depend mainly not on presenting a 
cut-and-dried body of facts, but upon making these facts answer con- 
vincingly the questions in the minds of the soldiers — even though these ques- 
tions may seem in some cases trivial or irrelevant. A dogmatic presenta- 
tion of the material would be fatal to the success of the work; on the con- 
trary the attitude of the instructor should be fair and patient ; his aim should 
be to present facts rather than propaganda, resting our cause upon its solid 
basis of truth and justice. It need not be pointed out that the instructors 
who are doing this work must have the power of presenting their ideas in 
simple and easily understood terms. 

The instructors should be men who will engage in this work not 
primarily for the sake of remuneration, but first of all because it is an oppor- 
tunity for patriotic service of the highest importance. 

CONTENT OF COURSE 

4. The lectures should cover the events leading up to the outbreak of 
the war in August, 1914, the events which compelled the United States to 
enter it in 1917, the forms of government, character and national aspirations 
of the countries against which we are fighting — Germany and Austria — and 
of the nations which are fighting on our side — especially France, Great 
Britain, the self-governing English Colonies, and Italy. There should be 
abundant opportunity in every class for the soldiers to ask questions, and the 
lecturer should make the painstaking answering of these questions his first 
duty. 

A syllabus will be prepared and sent to the instructors in charge of the 
work together with a collection of material issued by the Committee on Public 
Information and other agencies to supply them with facts in convenient form. 
This syllabus will be issued in preliminary form and sent to instructors before 
the date set for the starting of the work in each school. But so much impor- 
tance is attached to the questions which the soldiers ask that this syllabus 
will not be issued in final form until after the work is started and after the 
Committee has had the opportunity to collect from instructors and to analyze 
some thousands of questions asked by soldiers about the issues involved. 

In order to secure uniformity of method the instructors nominated by the 
various institutions will be asked to meet at a central point in each district, 
the Committee paying their traveling expenses, for preliminary conference 
with a representative of the Committee on the methods to be employed. 
Furthermore, supervisors in the employ of the Committee will visit all schools 
to inspect the work and to give and receive suggestions for the more efficient 
conduct of it. 



APPENDIX A 



COMPENSATION 

5. In payment for the instruction schools will be asked to allow each 
instructor a minimum of $5.00 per hour for a class of not more than 50 men, 
no instructor, as was said before, to conduct more than ten such classes per 
week. To defray this expense schools will receive an allotment of 1^ cents 
per man per day in addition to their contract price. 

NOMINATION OF INSTRUCTORS 

6. Immediately upon receipt of this letter schools are asked to report to 
the Director of War Aims Course of the Committee by telegraph the names 
and addresses of instructors nominated to do this work. In cases where 
schools have difficulty in finding a suitable instructor, the Committee is pre- 
pared to assist them. The date at which the work will begin in the various 
institutions will be July 15th or earlier where possible. 

By order of the Committee. 
Grenville Clark, Major, A. G. O., Secretary. 



C. e. 2. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Section of Training and Instruction Branch 

War Plans Division, General Staff 

Old Land Office Building, 8th and F Streets 

Washington, June 27, 1918. 

FROM: Committee on Education and Special Training. 

TO: Instructors in Course on War Aims to be given Training Detachments. 

SUBJECT: Preliminary Instructions. 

DATE OF BEGINNING 

1. The Committee desires that the work should begin before July 15th 
wherever possible. Schools which can begin before July 15th should notify 
the Committee of the date on which work can be started and special authori- 
zation will be sent. 

GROUND TO BE COVERED 

2. Lectures should cover the following topics though it is not necessary 
that they be treated in the exact order here given : 

a. The present situation on the various fighting fronts: conditions in 
Russia, Germany, France and England; the shipping situation, race for man 
power, etc. 

b. Meaning of autocracy and of democracy, brief summary of events lead- 
ing up to the war in 1914, and the reasons for our entering it in 1917. 

c. Germany — her government, character, national aspirations and ideals. 

d. e, f, g. The same for Austria, France (including the question of Alsace- 
Lorraine), Great Britain (including the self-governing colonies, Ireland, India 
and Egypt), Italy and the Balkans. 

h. What we are fighting for; what, according to President Wilson's state 
papers, are the necessary conditions of a satisfactory peace ; and what we must 
accomplish before peace can be made. 

There are many other questions which would have a proper 
place in this course. Among these are the problem of Poland, the question of 
Japanese intervention in Russia, and the matter of defining the large number 
of new words which have been brought into use by the war. The Committee, 
however, wishes to warn instructors not to attempt to include too much. It 
is better to cover a smaller field clearly than to confuse the men by the rapid 
discussion of too many different issues. If anything were to be added to the 
outline given above, it might be the suggestion that a few minutes be taken 
in each lecture for comment on the news of the week, or the reading of some 
good editorial on a question related to the war. 

28 



APPENDIX A. 



MATERIALS AND SYLLABI 

3. A package containing all the publications of the Commi?tee on Public 
Information goes to instructors at the same time as this letter. Among these 
publications will be foimd Harding's "Topical Outline for the Study of the 
Great War." Hoskins' "Preliminaries of the World Conflict" is also being 
sent by the Committee, and it will probably be possible for us to send a series 
of outline talks prepared by the National Board for Historical Service for the 
use of the Commission on Training Camp Activities. 

With this excellent material already available it would seem ?o be an 
unnecessary duplication of effort to prepare a special syllabus for this course, 
and that will not be done unless experience shows that the pecialiar conditions 
of this work demand it. At present instructors are asked to outline their own 
courses covering substantially the ground indicated in paragraph 2 of this 
letter, making use of the material supplied by the Committee and any other 
which they may find of value. Each instructor is at liberty to work out the 
problem in the way that seems best to him. An attempt will be made to 
collect the results from the various schools and make those ideas which have 
worked best available for use everywhere. 

QUESTIONS 

4. The Committee feels the importance, as seated in the letter of June 21st, 
of conducting the work in terms of the questions which arise in the minds of 
the soldiers. To this end instructors should give an opportunity every hour 
for the asking of questions and should make every effort to answer these 
questions in a painstaking, convincing manner. 

In the experimental course which was given at Wentworth Institute, 
Boston, the men were asked, after the work had been going for two or three 
weeks, to write out in class the quesHons which puzzled them most in regard 
to the war. They were told not to sign the paper in order that they might 
feel free to ask anything they liked. Copies of 26 of these questions are 
enclosed with this letter in order to give instructors an idea of what they may 
expect. 

As stated in the letter to the schools of June 21st, instructors are requested 
to set apart a definite time each week, preferably in the evening at the bar- 
racks, when men can consult them individually. Instructors are urged to 
make every effort to get the men to take advantage of this opportimity. 
Everything which brings the instructor into direct personal relations with 
his students will make for the success of the work. 
RESULTS DESIRED 

5. The aim of the course is the enhancement of the morale of the soldiers. 
This aim will probably best be achieved if the word "morale" is never men- 
tioned. It is the belief of the Committee that if the men get a clear idea of 



FINAL REPORT— WAR ISSUES COURSE 



the fundamental issues of the war they will feel themselves the necessity of 
winning it, and the duty of each man to do his part. At the close of the 
experimental course before referred to, the men were asked to write, without 
signing, a statement as to whether they felt the coiu-se had been of any value 
to them and why. Copies of 20 characteristic statements are enclosed in this 
letter in order to give instructors an idea of the possibilities of the work. 

CONFERENCE OF INSTRUCTORS 

6. About the middle of July instructors in each district will be asked to 
meet at some central point, the government paying traveling expenses, for 
one day's conference on the work and the methods to be employed. Notice 
of the date and place of this conference will be sent a few days in advance.^ 

CO-OPERATION WITH MILITARY AUTHORITIES ^ 

7. The instructors in each school will consult the Commanding Officer in 
charge of the detachment about the arrangements for the course and the 
hours at which the lectures are to be held, and will work in closest co-opera- 
tion with him. This is essential as a matter of military administration and in 
view of the fact that this course is to be considered a part of the military 
instruction. Furthermore the military officers are in a position to give useful 
hints and suggestions and to do a great deal on their own account to further 
the success of the work. 

By order of the Committee. 
Frank Aydelotte, 

Director of War Aims Course. 



^These conferences were not held. We found by the middle of Jxily that the course 
was already under way in so many places as to make it seem inadvisable to interrupt 
the work. 



C. e. 3. 
WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Section of Training and Instruction Branch 

War Plans Division, General Staff 

Old Land Office Building 

Washington, July 27, 1918. 

At the beginning of a course of lectures on the causes of the war and the 
international situation given at the Wentworth Institute to a Training Detach- 
ment of mechanics for the National Army, the men were asked to write out 
(without signing) the questions on the war which they most wished to have 
answered. The following 26 represent those questions which were most fre- 
quently asked : 

1. Has England used any Englishmen other than officers in the war? 
(This question was asked in various forms.) 

2. Has England as many troops in France as she has in Ireland? 

3. Was not the English navy as great a menace as the German army? 

4. Is it not true that France has always been the most militant nation in 

Europe? 

5. Did not France violate the neutrality of Belgium before Germany did? 

6. Why is it that Germany has always been on the offensive on the western 

front? 

7. What is "the difference between the submarine blockade and the English 

blockade? 

8. Why is the submarine, even as used by Germany, not as legitimate as 

floating mines? 

9. What is the good of International Law? 

10. Why was not the selling of munitions to France, England and Russia by 

American manufacturers a breach of American neutrality? 

11. Why were American citizens allowed to sail on liners carrying contra- 

band? (A very persistent question.) 

12. Was not a German submarine justified in sinking the Lusitania after 

Americans had been warned not to sail on the vessel? 

13. Is it true that we receive from Europe by cable only fifty-eight words 

daily ? 

14. Was not Germany's fear of Russia justified? 

15. Who first used poisonous gas and where? 

16. In what ways is England, which has a king, more democratic than 

Germany? 

17. Did not practically all of the great scientific discoveries and inventions 

come from Germany? 

18. What did President Wilson mean by his distinction between the German 

government and the German people? 

19. Before the war were not German-made goods the best in the world? 

20. What is meant by German "f rightfulness?" "Kultur?" 

31 



FINAL REPORT— WAR ISSUES COURSE 



21. Has it not always been the policy of the United States to avoid inter- 

ference in European affairs? If so, what are the chief reasons this 
policy has not been followed? 

22. Were not many of the European nations, especially England, jealous of 

Germany's industrial development and foreign trade? 

23. Why are the Germans called Huns? 

24. Is it really true that German submarines have sunk English hospital 

ships? 

25. How do you know that the stories of German atrocities are true? 

26. Were the seas really free before the war? 



(At the end of eight weeks of lectures on the causes of the war and the inter- 
national situation at the Wentworth Institute, the instructor, Mr. McDonald, at my 
suggestion, asked the men to write frankly what the course had been worth to them 
as soldiers. They were asked not to sign these papers so that they might feel free to 
express their frank opinion. The twenty papers following are characteristic of the 
whole 250, in that they emphasize the fact that the men did not know much about the 
causes of the war or the reasons why this country went into it. They illustrate further 
the very genuine interest which the men have in the subject and the way in which some 
understanding of it enhances their morale and makes them keener to become good 
soldiers. The grammar of these papers was not always good. We made an effort to 
preserve it in its pristine impurity, but were not very successful in resisting the insidious 
corrective influence of stenographers and compositors. — F. A.) 

1. 
We have been asked by Mr. MacDonald, of Wentworth Institute, to write 
our honest opinions about the history course we have been reviewing here at 
this school. For my own part I think it a very good thing. It tends to show 
a man more clearly what it is he is fighting for and why. I can honestly say 
I understand little points on which I was before at sea and which has" caused 
me to be more satisfied with events as they are. I think if such courses were 
adopted in all schools of this sort it would do much good for all concerned. 

2. 

The lecture coiurse at Wentworth Institute on the issues of the war is, in 
my opinion, very much worth while; first, because a great many people are 
ignorant of the true causes of the war, the main events, up to this day, and 
the probable effect on the world after peace is declared. Knowledge of these 
things can only be of benefit to the army which is on the side of right, whereas 
ignorance might help to cause dissatisfaction and a lessening of the vigoi^ 
with which the war should be prosecuted. 

3. 

The English history talk we get here is very good, learns a fellow a whole 
lot about the war conditions, and is very interesting. I always look forward 
to Mr. McDonald's talk. Would like to have more of it. 



APPENDIX A 



4. 

I consider this a very interesting study, it is very useful in military life as 
it enlightens one the reasons for which his country is at war, and also why 
he is fighting, it points out many facts that the average American does not 
know, thereby instilling much patriotism in him that would never have been 
known if it was not for the history lessons. 

Frankly I knew very little about the cause of this war, and really did not 
know why I was going to fight when I enlisted, now I know and am thankful 
to the history teacher. 

5. 

I think history in the line of governments of different kinds is a very good 
course for the men going into the service and are already in the service, as 
I think every man had ought to know what kind of government we have and 
what this war means if we don't win in the end. And for one or two hours 
a week I think it is very good and interesting for every one. 

6. 

I think the history course is a very good one. An hour or two spent in this 
way gives a man a clear conception of what he is about when he enters the 
service. A great many do not even know what we are fighting about. There 
are no men here who have not had these facts laid before them, also a short 
history of the countries engaged in the war ; I think dates are not as necessary 
as the relations that have existed between the countries and their feelings 
toward each other. 

7. 

The lectures given in this instruction on foreign history is to my best 
knowledge and belief a benefit to those who have the opportimity to hear 
them, as they are talked over considerable in the barracks at night and settle 
many arguments that arise. 

8. 

In regard to our course in history I wish to say that it is just the thing I 
have been wishing to be enlightned on as it brings things out more clearly, 
makes a fellow want to get "Over There" sooner because he knows what he is 
fighting for. 

9. 

I personally think the course which Mr. McDonald has started is a course 
which should be put in all military schools. There are a great many young 
men, myself included, who knew very little about the reasons for the starting 
of this war or a great many things which have taken place since its beginnings 
It is surely worth the time taken from other work as a soldier, or a citizea 
expecting to be a soldier, should not be ignorant of these facts. He ought to 
know why he is in this thing. 



FINAL REPORT— WAR ISSUES COURSE 



10. 

It seems to me that for the single hour devoted to the history class in the 
Training Detachment at Wentworth Institute is too short a time out of the 
hours that are in other courses and I do not think it advisable to drop it al- 
together for these reasons. 

I. The men going into the army go because its their duty and because 
we are at war with another country, not because most of them have any per- 
sonal grievance against our enemy. 

In these history talks it is brought to our attention that any grievance 
against our country is a personal grievance and gives the men more of a 
personal feeling in the war. 

II. There are many foreigners in the army now who know very little of 
American history or anything of the different forms of government in other 
countries, and as they cannot read English this can be explained to them in a 
manner that they can understand and gives them a chance to realize how 
much better off they are here than in some other country with a more severe 
government, and will make better soldiers out of them for knowing these 
things. 

11. 

The course in history which is being given to the enlisted men is to my 
mind one of the most important features of our entire training here. 

We have been extremely fortunate in having a man lecture to us who has 
the capacity to read and digest current events and then in simple form explain 
them to us. The explanation of the various forms of government of the dif- 
ferent countries was clear and concise and it would take more time than 
anyone in the detachment could give to learn by reading, such matter as we 
have learned here. It is remarkable how the lecturer has condensed his great 
volume of reading and imparted the material things to us in such a short time 
as has been allotted for this work. The men are all interested in the course 
and profit materially from it. 

In addition to the things we learn, a true spirit of patriotism is stirred 
up in us and makes our work as soldiers more interesting. 

12. 
In my opinion the course in history is not only very interesting but is very 
instructive. It gives one an idea of what this war is all about and also gives 
one an idea, and a very clear idea, of the governments of the different coun- 
tries that are at war. While we are all patriotic, I believe that actually know- 
ing what we are fighting for tends to increase our patriotism and I am sure 
that the course in history is doing a lot of good and under no circumstances 
should it be discontinued. 



APPENDIX A 



13. 
I, a member of the Wentworth Institute Training Detachment, Boston, 
hereby express my opinion of the historical course: I think it is more than 
worth the time expended on it for the following reasons: 

1. It tells us what we are fighting for, a thing that very few of us knew 
before. 

2. As delivered by Mr. McDonald the lectures on history are (at least to 
me) as interesting as any part of the course. 

3. It convinced me more than ever that we are fighting for a just cause, 
also giving me a lot of facts which I can use in debate with those who may be 
opposed to the Allied cause. 

14. 

I, a member of the training detachment located at Wentworlh Institute, 
Boston, Mass., wish to express my opinion on the Modern History Course 
given at said Institute. Each class is given an hour once a week on a talk 
in history. I think that it is a very profitable hour. I have learned quite a 
lot from the talks regarding the v/ar. Many things that I knew nothing about 
I have learned here, regarding the different methods of governing the people 
in Europe. I have been told of the aims of Germany, regarding world 
dominion, and I personally think that it has made many of us men realize how 
necessary it is for us all to give the very best that is in us, at all times, until 
finally the war will end, with victory for the allies. The submarine menace 
has been explained to us, and we have had it proven to us how it is wrong 
according to international law. 

15. 

Opinion of student as to importance of history course. 

Think among the remarks heard regarding this course the most significant 
was the remark, "The only reason I would prefer some other day for guard 
duty is because I will miss that history class." Think most of the students feel 
the same way. All read the papers, but away from home more attention is 
paid to home news and less to special articles. A man at home would spend 
more time reading current events. A specialist on war articles could certainly 
take the student time very well in talks on past, present and future war 
events. Most important talk was the one on reasons for the war. Think 
most of the men and people in the coimtry are ignorant of events leading up 

to the war. 

16. 
It is my personal feeling that the course of history which I have taken, in 
connection with my training at the Wentworth Institute, has been very 
interesting and has proven to be of marked educational value. While the 
time spent in the course has been limited, nevertheless it has opened our eyes 
to many vital points which we were unaware of. 



FINAL REPORT— WAR ISSUES COURSE 



I believe that the lectures have been given in all fairness yet what we 
have learned, will, I believe, make us realize thai we have been especially 
fortunate to live in a free country like America. 

17. 

I, a member of this Institute, think that the course in modern history, 
which we have one hour a week, is most necessary for the boys who are train- 
ing to go across to France. 

We have more knowledge of the war and have been able to figure why 
we have got to lick the Huns. I am sorry that we did not have Mr. Mc- 
Donald more as he has explained things that a lot of men have tried to do 
and failed. 

18. 

I believe a number of hours should be devoted to this course. First, it 
teaches why we have gone to war. When a soldier understands why he is 
fighting, he will make a better man. 

The Russian disaster has taught what an ignorant army will do; officers 
were murdered, the army became a mob. Had the Russians known that they 
were helping to defeat their own cause, peace would have never been made 
with Germany. 

Let our soldiers go into action knowing why we are at war, know that we 
are fighting for right, not might. 

19. 
The lectures which have been given here in German History and the Gov- 
ernment of Germany by Mr. McDonald, I think have helped me to put all that 
I have into this war for democracy. He has shown clearly the different 
causes of this war and given us valuable information concerning the people of 
Germany, which ought to make every soldier that hears him fight 100 per cent 
better because of that information. 

20. 
The lectures which we have received from Mr. McDonald have been very 
interesting and it gives us an opportunity to learn what we are fighting for, 
and whom we are fighting against, which fills us with a greater ambition for 
the duty which we are about to perform for country and fellow citizens. 



C. e. 5. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Section of Training and Instruction Branch 

War Plans Division, General Staff 

Old Land OfBce Building 

Washington, D. C, July 8, 1918. 

FROM: Committee on Education and Special Training. 

TO: Institutions where Training Detachments are located. 

SUBJECT: Announcement of names of District Directors, War Aims Course. 

1. Because of the fact that the War Aims Course is already under way in 
many schools the preliminary conference of instructors in each district will 
not be held. To hold it would mean that the work in many institutions would 
be interrupted and that District Directors would be called away from urgent 
duties connected with the starting of the course. 

2. The following men have been selected as district directors : 

Districts 1, 2 and 3, 

Professor W. E. Hocking, Room 147, Widener Library, Cambridge, Mass. 
Districts 5 and 7, 

Professor F. S. Bogardus, Indiana State Normal School, Terre Haute, Ind. 
Districts 4 and 6, 

Professor M. L. Bonham, Jr., Louisiana State University, Baton Rouge, La. 
Districts 8, 9 and 10, 

Professor J. S. P. Tatlock, Stanford University, Cal. 

3. In the course of the month from July 15th to August 15th, these District 
Directors will try to visit all the schools where our training detachments are 
located to inspect the course in War Aims and to learn from personal con- 
versation with the commanding officers and instructors what methods have 
proved most effective in conducting the course. The most important part of 
the work of the District Directors is to put into general circulation those ideas 
which have proved most effective in the work in individual schools. It is the 
hope of the Committee that the heads of the different institutions, the in- 
structors in the War Aims Course, and the Commanding Officers in charge 
will find it possible to co-operate with the District Directors of the War Aims 
Course so as to bring the work everywhere up to the highest possible level. 

4. Schools which have foimd problems connected with the War Aims 
work which are particularly difficult or which press for an immediate solution 
should write the District Director asking him for an early visit. 

By order of the Committee. 
Frank Aydelotte, 

Director of War Aims Course. 



C. e. 7. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Section of Training and Instruction Branch 

War Plans Division, General Staff 

Old Land Office Building 

Washington, July 24, 1918. 

FROM: Committee on Education and Special Training. 

TO: Instructors in War Aims Course. 

SUBJECT: Questions asked by soldiers as result of War Aim Lectures. 

1. In the letters dated June 21 establishing the War Aims Course and June 
27 outlining it, special attention was called to the desirability of conducting 
the course according to the question and answer method. The Committee 
asked that the soldiers be given every opportunity to ask questions and that 
instructors be appointed for the work who were patient and skillful in elecit- 
ing questions and who were prepared to answer them intelligently. A set of 
twenty-six typical questions asked by the men of the Special Training De- 
tachment at Wentworth Institute, Boston, where the Experimental Course 
was given, accompanied the letter of June 27. 

2. In many schools the War Aims Course has now been in operalion for 
some time. The Committee, therefore, desires to receive no? later than August 
IS from the instructors in the course a first list of questions which the men 
have asked. 

3. Instructors are asked during the week of August 5 to 10 to give each 
man an opportunity to write out all the questions about the war that are 
puzzling him and to which he seeks an answer. In order that the men may 
feel quite free to ask questions, they should be told not to sign their 
papers. In addition to these written questions, the instructors should send 
in all interesting questions that have been asked verbally in class. 

4. To assist the Committee in handling this great amount of material and 
to make possible the immediate analysis and classification of it, instructors 
are urged: 

(a) To give with every list of questions the name and locality of the 
school from which the list comes, and the names of the instructors in the 
War Aims Course. 

(b) To send in only the most significant questions. 

(c) To arrange so far as possible the questions according to subects e. 
g., by listing those Questions about America or any other country or impor- 
tant subject in one group. 

(d) To have the questions typewritten. 
38 



APPENDIX A 



5. In addition to the questions, the Committee will be glad to receive from 
the instructors in the War Aims Course a statement about the progress and 
effect of the coxorse, and suggestions for its improvement. If these statements 
are sent in with the lists of questions, they should be written on separate 
sheets of paper. 

Frank Aydelotte, 
Director of War Aims Course. 



C. e. 9. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Section of Training and Instruction Branch 

War Plans Division, General Staff 

Old Land Office Building 

Washington, Aug. 12, 1918. 

FROM: Committee on Education and Special Training. 

TO: Institutions where Training Detachments are located. 

SUBJECT: Maps for War Aims Course. 

1. The Committee has succeeded in obtaining a copy for each of our Train- 
ing Detachments of the Strategic Map of Central Europe, prepared in the 
War College Division of the General Staff last year. This map is in four 
parts and measures about 60"x72". The use of it should add very much to 
the effectiveness of the War Aims Course. 

2. Institutions are asked to arrange to have this map mounted so that it 
can be preserved intact for the use of successive detachments. The best 
mounting vi^ould probably be on a stiff frame of wood or wallboard approx- 
imately 5i/4'x6^'. In detachments where carpenters are being trained the* 
soldiers can probably be employed in making this frame. 

3. The maps are being mailed at the same time as this letter and detach- 
ments are asked to acknowledge their receipt to this office. If, after a reason- 
able time, the map has not been received, we should be notified to that effect. 

4. For the information of individuals who may wish to secure extra copies 
of this map I may say that they can be obtained from the Superintendent of 
Documents, Government Printing Office, Washington, D. C, at thirty cents 
each. 

Frank Aydelotte, 
Director of War Aims Course. 



C. e. 11. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Section of Training and Instruction Branch 

War Plans Division, General Staff 

Old Land Office Building 

Washington, Aug. 15, 1918. 

FROM: Committee on Education and Special Training. 

TO: Commanding Officers. 

SUBJECT: Report on War Aims Course. 

Commanding Officers are requested to report on the War Aims Course, 
answering the questions written below. The report should be made on this 
sheet and mailed to Frank Aydelotte, Director of War Aims Course, Room 
146, Old Land Office Building, 8th and F Streets. Further comments should 
be placed on additional sheets and attached to this form. 

Committee on Education and Special Training. 

Capt. Chesleigh H. Briscoe, U. S. A., 

Executive Officer. 

1. Does iChe War Aims Course hold the interest of the men? 

2. Is the effect of the course such as to enhance their morale? (Please 
give your own opinion and add any evidence which may be available.) 

3. In what respects is the course most effective and why? 

4. In what respects is it least effective and why? 



Institution. Commanding Officer. 

Date. 



41 



C. e. 12. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Section of Training and Instruction Branch 

War Plans Division, General Staff 

Old Land Oiifice Building 

Washington, September 10, 1918. 

FROM: Committee on Education and Special Training. 

TO: Institutions where Units of the Students Army Training Corps are located. 

SUBJECT: Course on the Issues of the V/ar. 

NOTE: — This Memorandum supersedes the tentative instructions on this subject 
dated August 27, 1918, and distributed at Fort Sheridan and Plattsburg. The only 
changes from the original Memorandum are contained in paragraphs 2, 6, 8 and 10, 
and these changes are not such as to disturb plans made on the basis of the original 
Memorandum. 

PURPOSE 

1. The Committee on Education and Special Training of the War De- 
partment has decided to include as an integral part of the work of all mem- 
bers of the Students Army Training Corps a course on the remote and im- 
mediate causes of the war and on the underlying conflict of points of view 
as expressed in the governments, philosophies and literatures of the various 
states on both sides of the struggle. The purpose of this course is to enhance 
the morale of the members of the Corps by giving them an understanding 
of what the war is about and of the supreme importance to civilization of 
the cause for which we are fighting. 

MODIFICATION OF EXISTING COURSES 

2. In a great many colleges and universities such courses have already 
been established and these courses can be continued with only such changes 
in content and organization as are necessary to make them conform to the 
requirements of the War Department and to the necessity for uniform train- 
ing of officer material. The statement in the regulations of the Student 
Army Training Corps on this subject is as follows: 

"The program of study in allied subjects must include a course on the 
underlying issues of the war. This may be planned as a special War Issues 
Course with a minimum of 3 class-room hours per week, with corresponding 
time for study, covering three terms; or the requirement may be met by a 
course or courses in history, government, economics, philosophy or modern 
literature where these courses are so planned as, in the opinion of the Edu- 
cational Director, to accomplish substantially the same purpose. 

"The Regional Director may empov/er colleges to excuse from this course : 
(1) Members of the S. A. T. C. who have had a similar course even though 
not identical in every detail, or (2) Members of the S. A. T. C. who have 



APPENDIX A 



already had at least two years of work of collegiate grade in an approved 
institution and who should be required to concentrate the whole of their 
time on advanced studies." 

TIME 

3. The course on the Issues of the War should occupy three class-room 
hours per week, with appropriate time for study, during nine months. It 
should be divided into units of three months each, each self-contained and 
complete as far as it goes, since some of the men may leave college at the 
end of three months and others at the end of six. Suggestions for the mate- 
rial for each of these three imits of the course are contained in paragraph 6 
below. 

ORGANIZATION 

4. The Committee recommends that the course on the Issues of the War 
be planned by men representing the points of view of history, government, 
economics, philosophy and modern literature, together with any other 
departments which the head of the institution may wish to associate with 
them. The course may be organized in any department or by any group of 
men whom the head of the institution considers suitable to give it. It is not 
necessary that any particular departments be formally represented in the 
group of men giving the course, but only that these various points of view 
enter into it. This is a v/ar of ideas, and the Committee desires that the 
course should, in so far as the limited time allows, give to the members of 
the Corps some understanding of the view of life and of society which they 
are called upon to defend and of that view against which we are fighting. 
The policy of the Committee is to give each institution entire freedom in 
working out the problem, reserving only the right to approve or disapprove 
of the solution. 

COMBINATION WITH ENGLISH COMPOSITION 

5. The course on the Issues of the War may be combined with the course 
in English Composition in institutions where that is considered feasible. 
The Committee recommends this, but does not wish to make it a require- 
ment. In case such combination is made, care should be taken that the 
various points of view mentioned in the foregoing paragraph are represented 
in the work, preferably by calling on men from various other departments to 
assist in planning and in giving the course. It is obvious that written work 
connected with the subject-matter here outlined would serve the double pur- 
pose of giving the men training in English Composition and of making them 
think out more carefully the problems of the course on the Issues of the 
War. Suggestions for the type of composition work which should be given 
in this combination course will shortly be issued by the Committee. 



FINAL REPORT— WAR ISSUES COURSE 



CONTENT 

6. In order to achieve the end which has just been outlined the course 
should cover the events leading up to the outbreak of the war in August, 
1914, the occasion of our entrance into it in 1917, and what, according to 
President Wilson's State papers, are the necessary conditions for a satis- 
factory peace; the remoter causes as shown by the development of political 
and economic rivalry between European States during the 19th century; and 
the conflicts of points of view as expressed in the governments, philosophies 
and literatures of the various states on both sides of the struggle. 

For the three-part division o£ the course suggested in paragraph 3 above, 
and made necessary by the fact that the soldiers may be called from the 
colleges into field service at varying times, the Committee suggests that the 
first three months be devoted mainly to the historical and economic causes 
of the war ; the second three months to the study of the points of view of the 
various nations engaged, as expressed in their governments and social insti- 
tutions; and the third three months to the study of their points of view as 
expressed in their philosophies and literatures. By some consideration, in 
the second unit of the course, of the philosophy of government underlying 
the institutions of each country, the second term's work may be effectively 
tied up with the work of the third term. This arrangement of the material 
is only suggestive. An alternative arrangement, perhaps harder to admin- 
ister but possessing many advantages, would be to devote the first term to 
the Central Powers, the second term to the Allies, and the third term to the 
United States, considering each group of countries from all the points of 
view mentioned above. In any arrangement of the course it will probably 
be found advisable to begin with some general lectures on geography and 
on the part which the various countries are playing in the war at the present 
moment. 

The Committee will not issue a hard and fast syllabus for the conduct of 
the course week by week, but will leave it to the various institutions to form 
their own plans and choose their own texts. Student soldiers will be required 
to buy text-books for use in the work in exactly the same way as civilians. 
Each educational institution is left to decide whether the historical, literary, 
economic and philosophical aspects of the course shall be conducted by 
different men in rotation, or whether the same instructors shall teach all 
parts of it. In any case the best men available in these various fields in each 
institution should be consulted in planning it. 

OPPORTUNITY FOR QUESTIONS 

7. The course should offer abundant opportunity for questions and dis- 
cussion. This opportunity may be obtained either by conducting it in small 
sections of from 25 to 30 men each, or by large lectures with smaller sections 



APPENDIX A 



or individual conferences for fuller discussion. The latter plan would make 
it possible for all the soldiers to have the advantage of hearing the strongest 
lecturers. 

MATERIALS 

8. From its experience in conducting a briefer course of this type in about 
150 Training Detachments of the National Army during the last few months, 
the Committee has collected certain materials which will be placed at the 
disposal of professors and instructors who are giving the course in units of 
the Students Army Training Corps. These materials consist of: 

(1) A selection from some thousands of questions on the war asked by 
soldiers in the Training Detachments, representing the doubts and difficulties 
which present themselves to the average man. These questions will be 
printed in pamphlet form, with reference to the sources of information 
which will answer them. This pamphlet will be sent in a few weeks to all 
instructors giving the course. While it would be futile for any instructor 
to attempt to deal with all of these questions in his lectures, it is believed 
that the study of them will give him an idea of the difficulties in the minds 
of the members of his class. 

(2) A brief bibliography of books which have been found useful in. giving 
this work and which should be provided in every college library will also be 
sent to each institution about October 1st. 

(3) A selection of the most important publications of the Committee 
on Public Information will be supplied free of charge to instructors in this 
course who send a request to the Committee on Public Information at 10 
Jackson Place, Washington, D. C. Duplicate copies of these publications 
will be furnished free of charge by the Committee on Public Information to 
institutions for the use of soldiers in the Students Army Training Corps up 
to the limit of the editions available. Institutions are urged not to order a 
larger number of these pamphlets for their libraries than will actually be 
used. The new War Cyclopedia will probably be found especially valuable 
in this course. 

(4) Copies of the Strategic Map of Central Europe, 60 by 72 inches in 
size, prepared by the War College Division of the General Staff, may be 
procured by educational institutions from the Superintendent of Documents, 
Government Printing Office, Washington, D. C, at 30 cents each. 

(5) A brief list of suggestions for instructors based on the experience of 
the Committee in conducting a course of this type in our Vocational Train- 
ing Detachments will be sent direct from this Committee. Additional sug- 
gestions and materials will be issued to the institutions from time to time. 



FINAL REPORT— WAR ISSUES COURSE 



ATTITUDE 

9. The aim of the course should be to present facts rather than propa- 
ganda; the method should be that of the teacher rather than of the orator. 
The men who are giving the course should be not merely good lecturers, 
not merely men who have made a special study of the issues of the war, but 
also men who are patient and successful in getting their classes to ask ques- 
tions. The success of the work will depend mainly not on eloquence of 
presentation, or on the completeness of the body of facts, but rather upon 
making these facts answer convincingly the questions in the minds of the 
soldiers, even though these questions may seem in some cases trivial or 
irrelevant. The ideal of the work should be to make the issues of the war 
a living reality to each man. Its purpose should be to develop the minds of 
the men as well as to enhance their morale. 

NOMINATION OF INSTRUCTORS 

10. Immediately upon receipt of this letter institutions are asked to report 
to Frank Aydelotte, Director of War Aims Course, 146 Old Land Office 
Building, Washington, D. C, and also to their Regional Director of the 
Students Army Training Corps, . the name of the professor who will have 
charge of the course, or who will act as chairman of the group of men desig- 
nated to conduct it, and to whom further suggestions may be sent. The 
professor so nominated is asked to send to the Regional Director at his earliest 
convenience a brief statement of the character and organization of the course 
which he is planning. In case institutions plan to set up some alternative to 
the course here outlined, it is especially important that the Regional Director 
have notice of this as early as possible in order that he may inspect it and 
determine whether or not it should be approved by the Committee as a sub- 
stitute for this course. 

By order of the Committee, 
Grenville Clark, 

Lieut.-Col. A. G. O., Secretary. 



C. e. 13. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Section of Training and Instruction Branch 

War Plans Division, General Staff 

Old Land Office Building. 

Washington, September 18, 1918. 

FROM: The Committee on Education and Special Training. 

TO: Professors in charge of course on the Issues of the War, S. A. T. C. 

Collegiate Section. 
SUBJECT: Suggestions for the Organization of the Course. 

NOTE: — This Memorandum supplements, but does not supersede the Memorandum 
of September loth. This Memorandum was at first numbered EST. i, but future 
copies of it will bear the number C. e. 12. 

The Committee on Education and Special Training will leave the colleges 
and universities free to organize the required course on the Issues of the 
War in such a way as to make the best use of their own facilities. The sug- 
gestions contained in this memorandum are made merely as suggestions. 
District Educational Directors (formerly called Regional Directors) will 
approve courses which cover effectively the ground outlined in the circular 
letter of September 10th (C. e. 12), whether or not such courses follow 
exactly the outlines here laid down. Detailed communications concerning 
the course should be addressed to the District Educational Directors. 

DISTRIBUTION OF TIME 

1. Where the course on the Issues of the War is conducted with both 
lectures and sections for class discussion, the normal distribution of time 
would be one lecture and two hours each week for discussion in small sec- 
tions. In certain cases two lectures a week may be given, but at least one 
recitation hour per week is essential and two such hours are advisable. The 
entire course may be given in small sections in a perfectly satisfactory 
manner. 

MODIFICATION FOR ENGINEERING SCHOOLS 

2. The Committee has decided, since the memorandum of September 10th 
(C. e. 12) was issued, to require that schools of engineering and chemistry 
shall give the course on the Issues of the War three class hours per week 
for only six months instead of nine. Such institutions may confine them- 
selves to the material for the first and second terms as outlined, but it would 
add to the value of the course to introduce, whenever possible, references to 
the political philosophy underlying the various governments and to the 
expression of national characteristics in literature. With this modification 

47 



FINAL REPORT— WAR ISSUES COURSE 



the regulations quoted in the memorandum of September 10th (C. e. 12) 
will hold for engineering schools and all other institutions alike. (See also 
section 6 below.) 

SYLLABI 

3. It is the policy of the Committee not to issue a hard and fast syllabus 
for this course. However, the Committee is sending to the professor in 
charge of the course in each institution a copy of Albert E. McKinley's 
"Collected Materials for the Study of the War," Philadelphia, McKinley 
Publishing Company, 1918, which contains Harding's "Study of the Great 
War" and Hoskin's "Syllabus for a Course of Study on the Preliminaries of 
the Present Conflict." Institutions wishing duplicate copies of this volume 
must order them from the publisher at their own expense. 

If Hoskin's "Preliminaries of the Present Conflict" is made the basis of 
the course, institutions will recognize that much must be omitted, especially 
at the beginning. Only so much of the early history should be included as 
is essential to the understanding of recent events. In whatever form the 
course is organized, the following topics should be discussed in the part 
devoted to history : 

(1) The Geography and Races of Europe with some particular considera- 
tion of the failure of national boundaries, as drawn before 1914, to cor- 
respond with national feeling (as in France, Italy, Poland, Austria- 
Hungary, and the Balkans). 

(2) The mineral and agricultural resources of the various countries. 

(3) Their systems of transportation. 

(4) Their trade relations with other parts of the world. 

(5) The struggle for colonial expansion. 

(6) The origin of the Prussian State and the German Empire. 

(7) The development of popular government in Great Britain and the evo- 
lution of the British Empire. 

(8) Recent events such as the reform in the House of Lords, Irish Home 
Rule, Prussian Electoral Reform, and the status of Alsace-Lorraine in 
the German Empire. 

In general, the emphasis should be placed, in the historical part, on the 
events of the latter part of the 19th century and the opening of the 20th. A 
few preliminary lectures on the part which each nation has played and is 
playing in the war at present will add to the interest and value of the course. 

Further suggestions for the organization of the material for the second 
and third terms will be sent out later by the Committee. 

TEXT-BOOKS AND OTHER MATERIALS 

4. To give the work continuity the systematic study of a text-book for 
each term is recommended. Institutions will find it difficult to make library 
work fit into the military program. Particular text-books will not be pre- 



APPENDIX A 



scribed by the Committee, but the normal course will use a standard book on 
recent European History for the first term and a standard text-book on Gov- 
ernment for the second term. In engineering schools which are giving the 
course for only six months, it may be possible to find a single text-book 
which will combine the two elements of History and Government in a satis- 
factory manner. To this may be added such requirements of outline maps, 
and so on, as individual institutions see fit to make. Student-soldiers will 
be required to buy their text-books, outline maps and other course materials 
in exactly the same manner as civilians. 

It is the plan of the Committee, during the next few months, to organize 
a collection of literary and philosophical materials for use in the course 
during the third term. It is hoped that this collection will be edited by 
private individuals and published by a commercial publisher. The policy of 
the Committee in this respect is to encourage any private efforts to provide 
text material for this course, and to allow books so published to be chosen 
by the various institutions, without specifying any standard official book to 
be used in all cases. 

The use of outline maps will be valuable in connection with the study of 
the distribution of races, mineral deposits, systems of transportation, and so 
on. It should not be forgotten that geographical knowledge and ability to 
use maps will prove especially valuable to army officers. 

CLASS DISCUSSION 

5. In general, two recitations a week should be devoted to the discussion 
of the material presented in the lectures and the text-book. In these discus- 
sions there should be the fullest opportunity for questions from the student. 
Instructors should remember that the aim of the course is not merely to 
impart knowledge, but also to bring this knowledge home to the mind of 
each individual in such a way as to make the Issues of the War a living 
reality to him. 

COMBINATION WITH ENGLISH COMPOSITION 

6. Many institutions will desire to combine the course on the Issues of 
the War with English Composition and in engineering schools this combi- 
nation is required. In engineering schools the combined War Issues Course 
and English Composition must be kept within the three hours per week 
prescribed as a minimum. In other institutions the combined course may 
be kept within these limits or may occupy four or five hours a week as 
desired. 

When the War Issues Course is combined with English Composition a 
text-book on the fundamentals of English Composition and a dictionary may 
be prescribed in addition to the other books used in the course. When this 
combination is made there should not be more than one lecture per week, 



FINAL REPORT— WAR ISSUES COURSE 



with one hour for class discussion, and one for the discussion of written 
work on the subject of the course, considered both for its form and its 
content. Professors in engineering schools should organize the material of 
the course according to the suggestions contained in this memorandum and 
the one of September 10th (C. e. 12), adapting the material to fit into the 
limits of the time prescribed. They will recognize that the combined course 
will allov/ little time for formal instruction in rhetoric. 

The discussion of written work from the point of view of its subject- 
matter as well as from that of its form will make this hour devoted to com- 
position work reinforce and drive home the points which are made in the 
course. The subject-matter of the course offers ample material for general 
discussions and for active differences of opinion. When a discussion has 
proved to be of vital interest it is an easy matter to get students to write 
on the topic discussed. They then have something to say, and are concerned 
that what they write shall be written effectively. 

On some occasions it may be worth while to organize the discussion 
formally by requiring a "committee report," prepared by two or three stu- 
dents, to be presented to the class meeting as a deliberative body with a 
student chairman and a student secretary. The treaty of Frankfort, for 
example, would serve well as a subject for such a report, and with the facts 
before them, the class would debate the kind of treaty which shoiild be made 
at the end of the present war. Other topics suitable for such treatment will 
readily be found. 

In recitations it must not be forgotten that the student, as possible officer 
material, needs to learn to speak on his feet, not only without hesitation, but 
with clearness and vigor. He must enunciate distinctly and pronounce his 
words correctly. These things must be insisted upon, whether he is answer- 
ing a question put by the instructor, participating in a class discussion, or 
making an oral report or a short address. To accomplish this end for all 
students, small sections, 20 to 30 in number, are desirable. 

When the War Issues Course is combined with English Composition the 
students should be required to hand in a written exercise at least once a week. 
The main forms in which he should be trained are correspondence and 
reports. It is best that the practice he receives in reports should be based 
on his reading and on the discussions. This will help him in class and pre- 
pare him directly for the reports which he will have to write as an officer. 
Correction of the common faults in paragraphing, sentence structure, and 
the use of words, comments upon the logical arrangement of material and 
upon the clearness and accuracy of expression, should be made effectively, 
without being allowed to occupy too large a proportion of the time. 



APPENDIX A 51 



EXAMINATIONS 

7. Institutions should conduct examinations in the course on the Issues 
of the War exactly as in their other courses. In general, it may be said that 
this course should be given with the same care and thoroughness as any 
other work of collegiate grade. 

RELATIONS TO WAR AIMS COURSE IN TRAINING DETACHMENTS 

8. The course on the Issues of the War outlined for the collegiate section 
of the Students Army Training Corps is quite distinct from the briefer course 
which has been given during the summer and will continue through the 
winter in the National Army Training Detachments. These Training 
Detachments will, hereafter, be alluded to as the Vocational or "B" Section 
of the Students Army Training Corps. While the same instructors may per- 
fectly well give courses to both the vocational and the collegiate section of 
the S. A. T. C, it will not be possible to give the same coiu-se to the two 
sections because of the widely varying conditions of time and the difference 
in the character and preparation of the two groups of men. 

ARMY PAPER WORK 

9. Arrangements will be made by the Committee to give the student 
soldiers a certain amount of drill in Army Paper Work. This is quite 
distinct from English Composition here outlined and has no connection with 
the War Issues Course. The provision for this work will be found in Memo- 
randum C. a. 4, dated September 13, section 11 A, under the heading "Mili- 
tary Law and Practice." It will consist in practice in filling out Army 
Forms, making requisitions, and so on. The Army Paper Work will prob- 
ably be taught by an army officer as a laboratory course at a time set apart 
for that purpose. 

Committee on Education and Special Training, 
By Frank Aydelotte, 

Director of War Aims Course. 



C. e. 14. 

WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

Section of Training and Instruction Branch 

War Plans Division, General Staff 

Old Land Office Building 

Washington, September 19, 1918. 

FROM: Committee on Education and Special Training. 

TO: Engineering schools having units of the S. A. T. C, Collegiate Section. 

SUBJECT: Plans for War Issues Course: 

1. In memorandum C. a. 4, headed "Curricula," and dated September 19, 
1918, the Educational Director suggests, in paragraph 4, that "care should 
be taken that the instruction is so planned as to distribute the load which 
must come upon individual departments and teachers, thus avoiding a 'peak 
load' at any point." 

2. In order to carry out this suggestion in connection with the course on 
the Issues of the War, which is required in engineering schools three class- 
room hours per week for six months, the Committee on Education and Spe- 
cial Training recommends that the course be given during the first six 
months to Sophomores, and during the next six months to Freshmen in 
order to equalize the load during the next twelve months on departments 
giving the course. 

3. This suggestion can be carried out in engineering schools more readily 
for the reason that those students who show excellence in their studies have 
some chance of being kept in college until they have finished their intensive 
engineering training, although this is subject to the needs of the service at 
any particular time and cannot be interpreted as a promise on the part of 
the War Department. 

4. The plan here suggested for the course on the Issues of the War is 
not meant to be mandatory in cases where engineering schools do not find 
it feasible. 

Committee on Education and Special Training, 
Frank Aydelotte, 

Director War Aims Course. 



52 



C. e. 21. 

Questions on the Issues of the War 

INTRODUCTION 

The questions contained in this pamphlet are a product of the War Aims 
Course which was given in the National Army Training Detachments (now 
Section B of the Students Army Training Corps) during the summer. The 
soldiers in the various detachments v/ere asked to write out the questions 
about the war which most puzzled them. In order to encourage them to be 
perfectly frank their instructors asked them not to sign the papers. The most 
significant of the many thousands of questions thus produced were sent by 
the instructors to the Committee and from these were selected the questions 
which appear in this pamphlet. Over three-fourths of the questions are 
printed verbatim. About one-fourth were altered so as to combine a number 
of questions on the same topic into one and thus save repetition of the same 
references for question after question. 

Three methods for treating the questions suggested themselves: the first 
was to print a very large number without any references or information as to 
the answers; the second was to write out brief answers to the questions 
selected; the third plan, here adopted, was to print the questions with refer- 
ences to the information which would answer them. If the questions had been 
intended for the sole use of men who are making a special study of the war 
and who are perfectly familiar with its growing and elusive bibliography, the 
first plan would undoubtedly have been the best. If the pamphlet had been 
intended for the use of students, the second plan would probably have been 
preferable, but for the purposes of instructors who, in many cases, will find it 
necessary to build up the collections in their college and university libraries, 
the arguments seemed all in favor of the plan here chosen. 

The plan of the Committee in all the courses which have been given on 
the issues of the war has been to urge instructors to give careful heed to the 
difficulties in the minds of the students. The greatest emphasis has been laid 
on opportunities for discussion in class and for individual questions. It is on 
this account that the Committee attaches special importance to such series 
of problems as the one here presented. No class will ask all these questions 
and it vi^ill hardly be possible for any lecturer to discuss them all, but the 
man who has made a special study of them will have an accurate idea of the 
types of difficulties v/hich present themselves to his students and should be 
able to make his instruction better on that account. 

In sifting out the questions and arranging them in this form, a great deal 
of their human interest has disappeared. The man whose privilege it is to 
discuss these topics intimately with young soldiers who are going off to fight 

53 



54 FINAL REPORT— WAR ISSUES COURSE 

will find their minds bristling with every kind of question. For the moment 
the war has heated history and philosophy and economics and geography to 
incandescence by the irresistible current of the great purpose of America and 
the Allies. Fully to understand this purpose, to trace the issues of this war 
to their roots in the events and the systems of thought of the past is in itself a 
liberal education, and the study of these issues by a man who expects to carry 
his convictions into action will produce the effect which liberal knowledge 
always produces — to train the mind and to ennoble the character. 

The task of editing these questions has been performed by a large number 
of scholars in collaboration. The greater part of the work has been performed 
by members of the National Board for Historical Service, who have been 
untiring in their efforts to provide historical materials for the War Issues 
Course. Committee on Education and Special Training, 

By Frank Aydelotte, 

Director of War Issues Course. 



GERMANY 
GOVERNMENT 

1. How is the reichslEag elected? 

2. What power had the reichstag in declaring war against another country? 

3. Do the reichstag and bundesrath always meet as separate bodies? 

4. Was the bundesrath ever so powerful that it dared actually dismiss 

the reichstag? 

5. Could the bimdesrath and reichstag overrule the Kaiser on any order 

he might make? 

6. Has the Kaiser absolute control of the army and navy? 

7. What is the voting importance of the average German? 

War Cyclopedia (Revised ed.). — German Empire. 

Wilson, Woodrow. — The State. Pp. 517-523; also p. 498 and p. 506. 

Hazen, C. D. — The Government of Germany. (Committee on Public In- 
formation pamphlet; excellent brief exposition.) 

Howard, B. E. — The German Empire. N. Y., 1906. (A study of the form and 
operation of its government; fullest treatment in English.) See especially 
pp. 40, 66, 409. 

Ogg, F. A. — The Governments of Europe. Part 2. N. Y., 1913. 

Lowell, A. L. — Governments and Parties in Continental Europe. Vol. I, 
chaps. V and VI, and Vol. II, chap. VII. Boston, 1896. 

Gerard, J. W. — Face to Face with Kaiserism. N. Y., 1917. 

Wetterle, E. — Behind the Scenes in the Reichstag. N. Y., 1918. (By an 
Alsatian ex-deputy and insurgent.) 

Smoot, W. S. — Germany's Form of Government. N. Y. Times* Cur. Hist., Vol. 
VI,p. 516 ft., June, 1917. 

Middleton, J. — Germany's Long Road to Democracy. World's Work, Vol. 34, 

P^ 199 ff- 

*The six-part edition ii cited throughout. In the twelve-part edition articles can be loc&tad 
by date and page- 



APPENDIX A 



SOCIAL CONDITIONS AND PUBLIC OPINION 

8. What is the population of Germany? 

9. Didn't the Germans have laws to safeguard the health of the people? 

10. Are there any slums in Germany? 

11. Doesn't Germany provide for her aged and poor? 

12. Isn't the average man pretty well off in Germany? 

13. Wasn't Germany's school system regarded by us as the best in the 

world ? 

14. Why does the world look upon Luther as so great a reformer if Ger- 

many has no sound Christianity now? 

15. How do the German people get their news? Is there any press in 

Germany that can express its own ideas during the war? 

16. Are the German people really back of their government in this war? 

Dawson, W. H. — The Evolution of Modern Germany. N. Y., 1908. The 
German Workman. N. Y., igo6, and German Life in Town and Country, 
1901. (By a careful student of social and economic conditions; written 
before the war. They are indispensable for reference.) 

Ogg, F. A. — The Economic Development of Modern Europe. N. Y. Chap. 
XXIV. (Enters extensively into the subject of Germany's social legis- 
lation.) 

War Cyclopedia (Revised ed.).— News Control, German. News-Making, 
German. 

Hayes, C. J. H.— A Political and Social History of Modem Europe. N. Y., 
1916. Vol. II. (Gives some attention to social legislation.) 

Barker, J. Ellis,— Modem Germany. N. Y., 1915. (The work of an anglicized 
German; takes a relatively favorable view of labor conditions in Ger- 
many but severely criticizes her educational system.) Several earlier 
editions. 

Smith, T. F. A.— The Soul of Germany. N. Y., 191S. (Takes a very un- 
favorable view of things German, notably German society, religion and 
education; also reveals the subservience of the press; author was for 
many years before the war a professor in a German university, and 
writes from personal observation.) 

Fife, R. H.— The German Empire Between Two Wars. Chaps. XIV-XVII. 
N. Y., 1916. (Chap. XIV finds some slums for the inquirer; chap. XVI 
finds plenty of fault with the educational system; chap. XVII makes a 
point of the helplessness of public opinion in time of a crisis.) 

Shadwell, A.— Industrial Efficiency. N. Y., 1909. (Chapters on German in- 
dustrial methods.) 

Alexander, T.— The Prussian Elementary Schools. N. Y., 1918. (Shows how 
the views of Pan-Germanists are taught children through the geography 
lessons and in other ways.) 

Smoot, W. S.— Pmssianism in German Education. N. Y. Times Cur. Hist., 
Vol. VII, part 2, p. 324 ff. February, 1918. (Journalistic, suggestive, 
and entertaining; emphasizes the official grip on the education of young 
Germany; alleges that Pan-Germanism has its place in the teaching.) 

Rooting Out Christianity in Germany. Lit. Dig., October 13, 1917- (Show- 
ing the essential materialism of the German religion.) 

Gallison, Mrs. H. H.— The German People and the War. Outlook, vol. 114, 
p. 775 ff. (Shows the impressive unanimity of the German people in the 
present war.) 



56 FINAL REPORT— WAR ISSUES COURSE 



Shadwell, A.— German Hate: Its Cause and Meaning. XlXth Cent. Vol. 77, 
p. 987 ff. (Treats the war as "essentially a war of peoples" and analyses 
Germany's temper.) 

Bennett, Arnold.— What the German Conscript Thinks. N. Y. Times Cur. 
Hist. Vol. I, p. 93 ff. (January, 1915.) (Argues not from personal ob- 
servations but "on general principles" that the German people have their 
heart in the war. Entire article illuminating.) 

McLaren, A. D. — The Mind and Mood of Germany Today. Atl. Mo., vol. 
120, p. 795. 

McLaren, A. D. — The German Outlook for Parliamentary Government. Atl. 
Mo., vol. 121, pp. 618-26. 

Clark, Victor S. — The German Press and German Opinion. Atl. Mo., vol. 
122, pp. 1-9. This article and the two articles by McLaren are of special 
value as revealing the almost fateful, corporate, state-centered character 
of German opinion. 

RESOURCES 

17. Where does Germany get her supply of iron? 

War Cyclopedia (Revised ed.). — Coal and Iron as Causes of the War. 
Barker, J. E.— Coal, Iron, and World Dominion. XlXth Cen. Vol. 83, 

p. 698 ff. (For Germany's mineral resources in the lands imder military 

occupation.) 
Gardiner, J. B. W. — Lorraine the Test of Victory. World's Work. January, 

1918. 
Lorraine Coal and Iron. New Republic. September 8, 1917. 
Usher, Abbott P.— Am. Hist. Rev. VoL XXIII, No. 4, p. 797. (July, 1918.) 

N. Am. Rev. Vol. 286, pp. 188-90. July, 1915. 
Stoddard, L., and Frank G.— Stakes of the War. Century, N. Y. 1918. 

Topic, Alsace-Lorraine, p. 27. 

Atl. Mo. Vol. IIS, PP- 817-29. Jime, 1915. 

Sci. Am. Vol. 3, p. 460. December 15. 1914. 

Fort. Rev. Vol. 108, pp. 700-710. 

American Geographical Review. August, 1918. 
Macfarlane, C. W. — The Economic Bases of an Enduring Peace. Scribner's. 

Phila., 1918. 

POLICY OF AGGRESSION 

18. Is the war purely a commercial one on the part of Germany? Was it 

commercial rivalry between Germany and England that started it? 
Were not the Allies trying to crush (jermany and get the commercial 
mastery of the world? 

19. What is meant by Pan-Germanism? How does Germany seek to 

justify it? 

20. Why does Germany want to rule the world? 

21. Is it a fact that Germany had got to a point when she had to gain more 

territory in order to support her population or there v/ould be rebellion 
at home? Because of Germany's large population and cramped posi- 
tion, won't it be necessary in establishing peace to provide for her 
expansion? 

*War Cyclopedia (Revised ed.) — See under Pan-Germanism, Berlin-Bagdad 
Corridor, Drang nach Osten, Hegemony, Lichnowsky Revelations, Mit- 
telenropa, Muehlon Revelations, War, Responsibility for 

Notestein and Stoll. — Conquest and Kultur. (C. P. I. pamphlet.) 

Archer, W. — Gems (?) of German Thought. N. Y., 1917. 

Smith, Mimroe. — Out of Their Own Mouths. N. Y., 1917. (This and the two 
works by Archer and by Notestein and Stoll consist of collections of 



APPENDIX A 



utterances from educated Germans, amply revealing the Pan-Germanist 
creed.) 

Grumbach, S. — Germany's Annexationist Aims. N. Y., 1917. (Excerpts 
from a German compilation of Pan-Germanist writings, translated and 
compiled by J. Ellis Barker.) 

Vergnet, Paul. — France in Danger. N. Y., 1915- (A convincing revelation 
of the rising tide of Pan-Germanism on the eve of the war; attributes 
the aggressive policy of modern Germany to the Pan-Germanist League, 
and gives much new information. Originally published in Paris in 1913.) 

Bourdon, G.— The German Enigma. Chap. IX. N. Y., 1914- (A personal in- 
vestigation of the German mind by the editor of the Figaro shortly be- 
fore the war; shows the Pan-Germanist to be a dangerous fool.) 

Reich, E.— Germany's Madness. N. Y., 1914. (Discusses Germany's claim 
of racial and intellectual superiority with illustrations from German pens 
and mouths; indicts the German nation with megalomania.) 

Gibbons, H. A.— The New Map of Europe. Chap. II. N. Y., 1914. (Also 
treating briefly of the obsession behind weltpolitik.) 

Dawson, W. H.— What Is Wrong With Germany? N. Y., 1915. (A tardy but 
impressive revelation of the meaning of weltpolitik by one of the best in- 
formed Anglo-Saxon writers upon modern Germany.) 

Phillipps, L. M. — Europe Unbound. Chap. IV. N. Y., 1916. (Able study of 
the menace of Pan-Germanism and how it was bound to produce war.) 

Sarolea, C. — The Anglo-Gprman Problem. N. Y., 1915. (Reirarkably kec-n 
and prophetic study of Prussianism written originally before the war. 
First Am. edition 1912.) 

Seton-Watson, R. W., et al. — The War and Democracy. Chap. Ill, sec. 2. 
N. Y., 1915. (Admirable survey of the contribution of Prussianism to the 
German policy of aggression, by A. E. Zimmern.) 

Bevan, E. R. — The Method in the Madness. N. Y., 1917. (An able and fairly 
sober English study of the reciprocal attitude of German and British 
opinion; also discusses Germany's war-aims.) 

Schmitt, B. E. — England and Germany. Princeton, 1916. (One of the best 
and fullest treatments of Anglo-German relations since 1870; interesting 
and fair-minded; seems to show that Great Britain had no rational cause 
for wanting to fight Germany on commercial grounds.) 

Guyot, Y. — The Causes and Consequences of the War. Part 2 and part s, 
chap. I. N. Y., 1916. (One of the ablest studies of Germany's economic 
motives for war, presented without exaggeration; gives too little relative 
attention to politico-psychological forces.) 

Hauser, H. — Germany's Commercial Grip on the World. N. Y., 1918. (A 
truly startling expose of Germany's world-wide campaign of economic 
conquest; all its evidence not yet fully confirmed.) 

Seymour, C. — The Diplomatic Backgroimd of the War. Chaps. IV and V. 
New Haven, 1916. 

Davis, W. S.— The Roots of the War. Chap. XVIII. N. Y., 1918. (This 
and Seymour are useful and discriminating texts.) 

Smith, M. — Germany's Land Hunger. Pol. Sc. Quar., vol. 32, p. 459 ff- (A 
brilliant study. Also published with other essays under the title Mil- 
itarism and Statecraft. N. Y., 1918. See part 4.) 

Eisner, K. — The Pan-German Society. N. Y. Times Cur. Hist, vol. I, p. 
674 fF. January, 1915. (Attributes the trend and character of German 
imperialism to the Pan-Germanists and insists that the main plank in 
their platform was for Germany to get colonies.) 

Foerster, F. W. — A Voice from Germany. Why German Peace Declarations 
Fail to Convince. International Conciliation, Pamphlet No. 129. 

Masaryk, T. G. — The Literature of Pan-Germanism. New Europe, vol. I, p. 
118 ff. 

Masaryk, T. G.— Pan-Germanism and the Eastern Question. New Europe, 
vol. I, p. 1 ff. (Showing the elaboration of Pan-Germanism into a plan 
for the subjugation and assimilation of non-German peoples, with special 
reference to its eastward objective; by the distinguished leader of the 
Czechs.) 



S8 FINAL REPORT—WAR ISSUES COURSE 



Hallifax, E. W.— The Self-Revelation of the German War Party Before the 
W?r. N. Y. Times Cur. Hist., vol. IV, p. 540 ff. (June, 1916.) (Discus- 
sion of personal forces behind the outbreak of war, including quotations 
from Professor Nippold's untranslated exposure of German chauvinism.) 

Harden, Maximilian. — Germany Will End the War. N. Y. Times Cur. Hist., 
vol. II, p. 129 ff. (April, 1915-) (Maximilian Harden's candid admis- 
sion; need of land, better access to the ocean, a greater stock of raw 
materials are objects which induce her to provoke war.) 
The Philosophy of Terrorism. Unpop. Rev., vol. VI, p. 294. (A readable 
article showing the essential paganism of the German intellect.) 

Patten, Simon N. — The German Way of Thinking. Forum, vol. 54, p. 18. 
(Shows distinctly the cleavage between Teutonic and Anglo-Saxon 
civilization and the policy of aggression so characteristic of the former.) 

Sieper, Prof. — The Duties of Patriotism. N. Y. Times Cur. Hist., vol. Ill, 
p. 738 ff. January, 1916. (A remarkable article by a professor of the 
University of Munich cautioning his fellow-Germans against misunder- 
standing England, and admitting that the utterances of German chauvi- 
nists "have contributed for years towards awakening distrust even in the 
nations not hostile to us.") 

Brooks, Sydney. — Why Does Germany Hate England? Independent, vol. 
80, p. 160. (Attributes it to economic jealousy.) 

Schmitt, B. E. — Made in Germany. Nation, vol. 99, p. 251 ff. (A good brief 
summary of Germany's principal motives for expansion at the cost of 
war; the writer refrains from critical comment.) 
England's Place in the Sun. Unpop. Rev. vol. 6, p. 311 ff. (Shows the 
artificial stimulus of German imperialism.) 

Rose, J. H. — British and German Policy. Fort. Rev., vol. 103, .p. 372 ff 
(Showing from the point of view of Anglo-German relations the histor- 
ical course of German imperialism which led to the war; does not suf- 
ficiently emphasize the Middle-Europe plan.) 

Johnston, Sir Harry H. — Did Britain Stand in Germany's Way? Living Age, 
vol. 28s, p. 46 ff. (Ably answered in the negative by the well-known 
writer on world politics and African history.) 

Lichnowsky, Prince Karl. — Memorandum. N. Y. Times Cur. Hist., supple- 
ment to issue of May, 1918, and also International Conciliation pamphlet 
No. 127, and published in book form. (See under the Middle-Europe 
plan). (Memorandum is followed by a "confession" from W. Muehlon, 
an ex-director of Krupps, later elaborated and presented in book form as 
The Vandal of Europe. N. Y., IQ18.) 

Haldarie, Lord. — Lord Haldane's Account of His Own Mission of 1912. 
N. Y. Times Cur. Hist., vol. VIII, part 2, p. 166 ff. July, 1918. 
British Official Statement Respecting the Anglo-German Negotiations of 
1912. N. Y. Times Cur. Hist., vol. VIII, part 2, p. 169 ff. (Seems to 
show that Germany wanted to insure British neutrality in event of a war 
with France — which she might allege to be defensive.) July, 1918. 

Beer, G. L. — The Anglo-German Negotiation in 1914. New Republic, vol. 
IV. Decem.ber 18, 1915. (Study of Anglo-German relations as they 
stood on the eve of the war; argues that Great Britain's generous at- 
titude towards Germany, though officially acknov/ledged by the latter, 
was really responsible for widening the breach.) 

Millioud, M. — A Swiss View of Germany. N. Y. Times Cur. Hist., vol. II, 
p. 337 ff: May, 1915. (Showing how an intense national self-sufficiency 
led to plans of economic conquest.) 

Millioud, M. — Germany's Frenzied Trade. World's Work, vol. 32, pp. 
307-14, pp. 456-64. (Attempting to show that over-production led Ger- 
many to bring on war: not wholly convincing but well worth reading 
in conjunction with Hauser's book, cited above; the article is an 
abridgment of a book by the same author. 

The New German Empire. (Pamphlet reprinted from the Round Table; 
perhaps the best reference in small compass; discusses manifestation 
of the spirit and aims of modern Germany and the development of her 
economic imperialism; published by Doran, N. Y. 



APPENDIX A 



THE MIDDLE-EUROPE PLAN 

22. How did Austria come under the influence of Germany? 

23. Did England desire possession of the Bagdad Railroad and use Russia 

as a medium to get it? 

24. Will you tell something of the rail system Germany had planned through 

Turkey and Arabia? 

25. In the event of peace, will Germany be permitted to build the Berlin- 

Bagdad Railway? 

Lewin, P. E. — The German Road to the East. N. Y., 1917^ (The fullest 
work in English on the subject; relates the essence of the Anglo-German 
agreement of 1914, which came too late to prevent war; also discusses 
Germany's relations with Austria-Hungary.) 

Steed, H. W. — The Hapsburg Monarchy. N. Y., 1913. (For Austro-German 
relations.) 

Lichnowsky, Prince Karl. — The Disclosures from Germany. (International 
Conciliation Pamphlet No. 127.) (A remarkable revelation of Germany's 
unalterable resolve to precipitate war despite Great Britain's generous 
concessions in Africa and Asia; by the late German Ambassador to 
London.) 

Cheradame, Andre. — The Pan-German Plot Unmasked, N. Y., 1916. The 
Unifd States and Pan-Germania. N. Y., igi8. GerBiany's V/ar 
Profits. 1918. (Three discussions of Germany's Middle-Europe and 
eastern schemes in particular, with also some inclusion of Pan-Germanist 
plans elsewhere; very important for its appreciation of the pith of the 
German menace, but assuming considerable knowledge of the historical 
background; there is much repetition in the last two works of the argu- 
ments of the first.) 

Schmitt, B. E. — England and Germany. Princeton, 1916. (Good on the 
history of the Bagdad project.) 

Giordani, Paolo. — Germany's Colonial Empire, Its Beginning and Ending. 
(Translated from Italian.) Chapman, London, 1916. (Deals well with 
the early history of the Bagdad Railway project but ignores more recent 
developments.) 

Marriott, J. A. R. — The Eastern Question. Last chap. N. Y., 1917. 

Rose, J. H.— The Origins of the War. N. Y., 1915. Pp. 82-90. (A brief but 
animated recital of facts.) 

Beaven, M. L. R. — Austrian Policy Since 1867. (Oxford pamphlet.) London 
and N. Y., 1914. 
War Cyclopedia (Revised ed.). — Under Berlin to Bagdad, Drang nach 

Osten. 
President's Flag Day Address with Evidence of Germany's Plans (C. P. L, 
pp. 21-5). 

Scbierbrand, W. von. — The Fate of Austria-Hungary. World's Work, vol. 
34, p. 189. (Discussing somewhat the economic fetters that bind Ger- 
many and Austria.) 

Brants, I. I. — Mittel-Europa and Hapsburg Policy. Living Age, vol. 298, p. 
544 ff. (Illuminating.) 

Usher, R. G. — Austro-German Relations since 1866. Amer. Hist. Rev. 
April, igiS. 

O'Connor, T. A. — The Bagdad Railway; Its History and Diplomacy. Fort. 
Rev., vol. 101, pp. 201-216. (A careful historical survey, with map.) 

Geraud, A. — A New German Empire. XlXth Cen., vol. 75, pp. 958-72, 
1316-26. 

Woods, H. C. — The Bagdad Railway. Fort. Rev., August, 1917, p. 235. See 
also N. A. Rev., vol. 208, p. 219 ff. (Readable article on the history of 
railway enterprise in Asiatic Turkey and the extent to which the Bagdad 
road has been constructed.) 



FINAL REPORT— WAR ISSUES COURSE 



Cheradame, A. — The United States and Pan-Germanism, The Fallacy of a 
German Peace, and How to Destroy Pan-Germany. Atl. Mo., vol. 119, 
p. 721 S., and vol. 120, p. 663 ff. and p. 819 ff. (Three articles on Chera- 
dame's usual thesis — subsequently published in book form by the 
Atlantic Monthly Press, Boston.) 
(See also Beer's article under Policy of Aggression. New Republic, vol. 
IV, Dec. 18, 1915.) 

COLONIAL ADMINISTRATION 

26. How does England's treatment of her colonies compare wkh the way 

Germany has treated hers? 

(See also references under Great Britain.) 

War Cyclopedia (Revised ed.). — British Empire. 

Giordani, P. — Germany's Colonial Empire: Beginning and Ending. 

McLaren, A. D. — Peaceful Penetration. N. Y., 1917. London, 1916. (Gives 
much information on German methods of expansion; might serve as intro- 
duction to the subject of German colonization.) 

Muir, Ramsay. — The Expansion of Europe. Pp. 149-50, and chap. IX. (On 
weltpolitik.) Boston, 1917. 

Rohrbach, P. — Germany's World Policies. Chap. V. N. Y., 1915. (Important as 
giving a German economist's criticism of German colonial administration, 
though the original is more to be trusted than the translation; in its main 
argument the book is unsound, yet it gives interestingly the author's belief 
in the mission of spreading "the German idea" as the principal justification of 
her world-policy.) 

Dawson, W. H. — The Evolution of Modern Germany. N. Y., 1908. (Has chapters 
affording intelligent criticism of German methods by one who was then a 
friend of Germany; like Rohrbach it incidentally cites British policy in com- 
parison.) 

Keller, A. G. — Colonization. Pp. 531-95, especially 573-8. Boston, 1908 (These 
chapters by an able American student of colonization were originally printed 
in the Yale Review.) 

Lewin, P. E. — The Germans and Africa. Especially chap. XVII. N. Y., 1915. 
(One of the most enlightening brief accounts of Germany's colonial adminis- 
tration in the African field.) 

Harris, J. H. — Germany's Lost (Colonial Empire and the Essentials of Reconstruc- 
tion. London, 1917. 

Zimmerman. — The German Empire in Central Africa. London, 1918. (An expose 
of German ruthlessness in Africa by one who believed and participated in it; 
a very important document.) 

Harris, J. H. — Germany's Treatment of Native Races. XlXth Cent., vol. 78, p. 
^4 ff. (Very reliable and illuminating.) 

Lewin and Campbell. — How Germany Treats the Native. Quar. Rev., vol. 229, 
p. 372 ff. (Interesting side lights on German ruthlessness in Africa.) 

WAR PLANS 

27. Why did Germany strike in the west instead of in the east where the 

countries are weak? 

28. Did Germany build railways to the Belgian frontier in order to attack 

Belgium? 

Bemhardi, F. von. — Germany and the Next War. (Eng. trans.) N. Y., 1914. 

Rose, J. H. — Origins of the War. P. 37. (On the ulterior designs of the railway 
building near the Belgian frontier.) 

Smith, M. — Military Strategy versus Diplomacy. Pol. Sci. Qt., voL 30, p. 37 ff. 
(Points out, p. 76, incidentally to a broader subject, that Germany might have 
wanted to occupy Belgium as a precedent for doing the same thing in some 



APPENDIX A. 6i 



future war m order to get a base of operations against England; this article 

is reprinted as a chapter in, the author's Militarism and Statecraft.) 
Pratt, E. A. — The Rise of Rail-Power in War and Conquest. Chap. VIII. N. Y., 

1915. (Merely relates the railway building on the Uerman frontier without 

discussion of its importance.) 
Church, V/. E. — Germany Long Planned the War. N. Y. Times. Cur. Hist., vol. 

IV, p. 868 S. August, 1916. (Remarkable documents purporting to be official 

and written in 1913, pointing to the intention to violate Belgium's neutrality.) 
Sonnenshein, E. A. — Through Cierman Eyes. (Oxford pamphlet.) N. Y., 1914-15. 
Littlefield, W. — Germany's Strategic Railways. N. Y. Times Cur. Hist., vol. I, 

p. 1000 S. February, 1915. (Best brief account of Germany's "railway 

menace.") 
War Cyclopedia (Revised ed.). — Violation of Belgian Neutrality. 

KULTUR 

29. What is meant by Kultur? 

Vvar Cyclopedia (Revised ed.). — See under Kultur, Kultur, Mission of, Kultur vs. 
Civilization. 

Archer, Vv. — uems (?) of German Thought; Smith, M., Out of Their Own 
Mouths; and Stoll and Notestein, Conquest and Kultur. (These works, 
cited above, enable Kultur to speak for itself.) 

Dawson, W. H. — What Is Wrong With Germany? Chap. I. N. Y., 1915. 

Seton-Watson, et al. — The War and Democracy. Chap. IX. N. Y., 1915. (Gives 
an interesting interpretation of Kultur.) 

Ferrero, G. — Europe's Fateful Hour. Chap. II, N. Y., 1918. (On the love of 
power embodied in Kultur.) 

Raleigh, W. — The War of Ideas. (Admirable study in pamphlet form by a dis- 
tinguished British scholar.) London and N. Y., 1917. 

Mather, F. J. — Culture versus Kultur. N. Y. Times Cur. Hist., vol. I. March, 
1915. p. 543 ff. (Perhaps the best definition of Kultur in brief compass; 
shows that Germany has singularly little "culture," properly so-called.) 

Ellis, Havelock. — The German Spirit. Atl. Mo., vol. 115, pp. 551-9. (A readable 
analysis by a noted philosopher.) 

Boutroux, E. — Germany's Civilized Barbarism. N. Y. Times Cur. Hist., vol. I. 
January, 1915. P. 160 ff. (Penetrating analysis of Kultur, as not implying 
the moral element in human affairs, but embodied in force, and "force par 
excellence is science which puts at our disposal the powers of nature and 
infinitely multiplies our strength.") 

Matthews, B. — Concerning German Culture. N. Y. Times Cur. Hist., vol. I, p. 
541 fit. March, 1915. (Pointing out the want of urbanity in German social 
relations and the lack of inventiveness in German science.) 

Bolton, B. M. — German Idealism. N. Y. Times Cur. Hist., vol. IV, p. 673 £f. 
July, 1916. (Discussing the dynamic quality of Kultur.) 

Gerothwohl, M. A. — The Octopus of German Culture. Fort. Rev., vol. loi, p. 
126 ff. January, 1917. 

Dewey, John. — On Understanding the Mind of Germany. Atl. Mo., vol. 117, 
p. 251 ff. (Points out the essential difference between Teutonic and Anglo- 
Saxon conceptions of civilization.) 

Barker, E. — Nietzsche and Treitschke: The Worship of Power in Germany. 
(Oxford pamphlet.) 

Joubert, Wilfred A. — Neighbor Hans. Atl. Mo., vol. 121, pp. 166-174. (A delight- 
ful story, professing to be from real life, which presents German Kultur con- 
cretly and very effectively.) 

FRIGHTFULNESS 

30. Is there any real proof of German atrocities? Are they authentic? 

31. Haven't they been exaggerated in order to prejudice American opinion? 

32. Will atrocities be explained later in book form by the Government? 



FINAL REPORT— WAR ISSUES COURSE 



33. Did the Germans commit outrages in China during the Boxer affair? 

Note : Material on atrocities is legion. Especially to be recommended for answers 
to questions are the two pamphlets in the C. P. I. series, edited by Munro: 
German War Practices and German Treatment of Conquered Territory. See 
also Bedier, J., What the Germans Say About Their Own Methods of War- 
fare, N. Y. Times Cur. Hist., vol. II, p. 259 S., May, 1915 (being gleanings 
from the notebooks of German prisoners and dead) ; the introduction to 
Morgan's German Atrocities, London, 1916, and the Bryce Reports; The Sys- 
tematic Exploitation of Belgium, N. Y. Times Cur. Hist., vol. VII, part i, p. 
510 £f., December, 1917; The Total Destruction of Rheims, ibid, vol. VIII, 
part i, p. 485 ff., June, 1918; Brand WhitlocVs Report on Belgian Deportations, 
ibid, June, 1917, p. 543; The Germans, Destroyers of Cathedrals and Treasures 
of the Past (a French report), ibid, vol. II, p. 1004 ff., August, 1915; finally, a 
defense of their methods, drawn from the German press, Germany's Defense 
of a Destructive Policy, ibid, vol. VI, p. 322 ff.. May, 1917, etc. Scott and 
Garner, The German War-Code (C. P. I.) should be consulted for its expla- 
nation of f rightfulness ; see also Smith, Militarism and Statecraft, part IV. 
Chamberlin, W. J., Ordered to China. N. Y., 1903. (Will answer the ques- 
tion on China.) See p. 129. See Curtin, T. D., The Land of Deepening 
Shadow, Doran & Co., N. Y., 1917, for contrast between German and Russian 
atrocities. Consult also War Cyclopedia (Revised ed.). Atrocities. 
GERMAN INTRIGUE IN AMERICA 
(See under "United States") 

THE PROBLEM OF GERMANY'S PUNISHMENT 

34. When we get the Huns licked will we see that they get what they 

deserve or will some pacifist who hasn't done the fighting let them off 
easy? 

War Cyclopedia (Revised ed.). — Peace Terms, United States 

UNITED STATES AND GERMANY 

35. Is the United States vitally interested in the destruction of the "Middle 

Europe" idea? 

Conquest and Kultur (C. P. I.). Section VII and introductory note. 

(Selections from other writings and speeches of prominent Germans on 

the subject of world empire.) 
President Wilson's Flag Day Address with Evidence of Germany's Plans. 

(C. P. I.), pp. 14-25. (German expansion eastward.) 
War, Labor and Peace (C. P. I.). No. II, Labor and the War. (President 

Wilson's address before Convention of American Federation of Labor.) 

36. What indicates that Germany intended to make war on the United 

States after she had crushed the other Allies? 

Gerard, J. W. — My Four Years in Germany, pp. 251-253. (Emperor Wil- 
liam threatens the United States.) 

Tatlock, J. S. P. — Why America Fights Germany, p. 9. (Emperor Wil- 
liam's threat to the United States.) 

War Cyclopedia (Revised ed.). — Under America Theatened and Der Tag- 
When? 

37. Is it true that the Kaiser made threats against America? 

Conquest and Kultur. (C. P. I.) Section XIV, Pan-Germanism and 
America, especially p. 96, Kaiser's speech, June i6, 1896, and p. 104, 

interview with Ambassador Gerard, October 22, 1915. 



APPENDIX A 63 



Gerard, J. W. — My Four Years in Germany, pp. 251-53. (Emperor Wil- 
liam threatens the Onitea States.; 

38. Why did not Germany take a hand in the war between Spain and the 

United States? 

Latane, J. H. — America as a World Power. (American Nation Series.) 
Pp. 03-65. (HiUropean public opinion, outside of England, hostile to the 
United States.) 

Low, S., and banders, L. C. — History o£ England During the Reign of 
Queen Victoria. (Political History of i^ngland, vol. XII, p. 440.) 
(England's attitude toward the United States. J 

Long, J. D. — The New American Navy. N. Y., 1903. Vol. II, pp. 111-113. 
(Attitude of British naval officers auring Battle of Manila Bay.) 

World's Work, March, 1917, Our Past Witn Uermany, pp. 532-535. (Eng- 
land's attitude at the time of the Spanish-American vVar.) 

39. Would like to have a brief review of the friction that came up between 

Admiral George Dewey and the commander of the Uerman ships 
during the Spanish-American War. 

War Cyclopedia (Revised ed.) under Manila Bay and Spanish-American 

War, Uerman Attitude. 
Latane, J. H. — America as a World Power, pp. 37-38. (German breaches 

of international and naval etiquette.) 
Long, J. D. — The New American wavy. Vol. II, pp. 111-112. (Attitude of 

Aomiral von Diedrichs.) 
World's Work, March, 1917, Our Past With Germany, p. 535. (Manila 

Bay incident.) 

40. What was the quarrel between the United States and Germany when 

Roosevelt was President? 

War Cyclopedia (Revised ed.) — Under Monroe Doctrine, German Attitude. 

Latane, J. H. — America As a World Power, pp. 206-274. (German inter- 
vention in South America for purpose of collecting debts.) 

Latane, J. H. — Annals of Academy of Political Science. Vol. 72, pp. 106- 
107. The Monroe Doctrine ... in Relation to Just and Durable Peace. 

World's Work, March, 1917, Our Past With Germany, pp. 530-531. (Ger- 
many's intervention m South American affairs.) 

4L Did Germany lend us money and men in the Revolutionary War? 

'" Van Tyne, C. H. — The American Revolution (Am. Nation Series), pp. 73, 
97-101, 233. (German mercenary soldiers used by England.) 
Pp. 314-31S. (Attitude of Frederick the Great toward America.) 
Fiske, J. — The American Revolution. Vol. I, pp. 161-162. (Hessian soldiers 
hired by England.) 
Vol. II, p. s6. (Personal character of Steuben's services.) 
Fisher, S. G. — The Struggle for American Independence, pp. 466-467. 

(Hessian soldiers hired by England.) 
Haworth, Paul. — In the Amer. Hist. Rev., vol. IV, 460-479. Frederick the 
Great and the American Revolution. 

FRANCE AND GERMANY 

42. Is there any foundation for the charges, made in Germany, that before 
a state of war existed between her and France, French soldiers crossed 
the German border and French aviators flew over German territory? 

Documents of the American Association for International Conciliation, 1915. 
Sect. 106, 146-149, 159 (to middle of p. 133.) (Documentary history of 
German charges and French denials.) 



64 FINAL REPORT— WAR ISSUES COURSE 

Diplomatic Documents Relating to the Outbreak of the Great War, vol. 
I. Sect. 146-149, 155, 159. (Docimients relating to German charges.) 

Nystrom, A. — Before, During and After 1914, pp. 215-217. (Story of Ger- 
man charges and their denial by the French government.) 

Durkheim, E., and Denis E. (translated by Wilson-Garinei, A. M.). — Who 
Wanted the War? Pp. 49-50 and footnote on p. 50. (Careful survey of 
contemporary German newspapers proves falsity of German charges.) 

The Lie of the 3d of August, 1914. A translation of Le Mensonge du 3 
Aout, 1914. (Expose of German plot to make France appear responsible 
for beginning v/ar. Evidence of German official. Hodder & Stoughton, 
London and New York, 1917.) 

XlXth Century, June, 1917. Wilson, H. W. New Light on Germany's 
Treachery, pp. 1204-1214 — especially pp. 1210-1211 for denial of aerial 
attacks on Nurenburg, by officer in command of the city. 

THE PROBLEMS OF ALSACE-LORRAINE 

43. Hovs: did France acquire Alsace-Lorraine? 

Hazen, C. D. — Alsace-Lorraine Under German Rule. (See bibliography 

below.) 
Duhems, J. — The Problem of Alsace-Lorraine, pp. 163-206. 
Blumenthal, D. — Alsace-Lorraine. 
Vizetelly, E. A. — The True Story of Alsace-Lorraine, pp. 1-197- 

44. Has the German policy in Alsace-Lorraine been successful? 

Altschul, C. — German Militarism and Its German Critics. (C. P. I.) 
Wagner.— Alsace-Lorraine and the Step-Fatherland. Atl. Mo., vol. 120. 
War Cyclopedia (Revised ed.). — Alsace-Lorraine. 

45. How has Germany treated Alsace-Lorraine during the war? 
Curtin, T. D.— The Land of Deepening Shadow. New York, 1917. Chapter 

XVIII. 
Mirman, Leon.— The Bitter Experience of Alsace-Lorraine. Atl. Mo., vol. 

116, pp. 706-711. 
Note. — Aside from scattered allusions in the newspapers there is not 

much material on the subject in English. Three French accounts may 

be recommended: 
Floreht-Matter. — Les Alsaciens contre I'Allemagne, Berger-Levrault, Paris, 

1918. (A careful, well-documented, objective work, embodying much 

information not known in this country.) 
Fribourg. — Les Martyre d* Alsace et de Lorraine. Libraire Plon, Paris, 1918. 

(Popular, but well done.) 
Perrin, Marie. — Comment on vit en Alsace apres Trois Ans de Guerre, Cor- 
respondent, November 10, 1917. 
See also War Cyclopedia (Revised ed.). 

46. Do the people of Alsace-Lorraine speak the French or the German 

language? Do the German-speaking people of Alsace-Lorraine wish 

to be under German rule? 
Hazen, C. P. — Alsace-Lorraine Under German Rule, pp. 80-84. 
Vizetelly, E. A. — The True Story of Alsace-Lorraine. Chapter VII. 
Helmer, Paul. — Alsace-Lorraine and the Principle of Nationality, XlXth 
Cent., vol. 83, pp. 229-47. 

47. What about letting Alsace-Lorraine vote on the question of belonging 

to France or to Germany? 

Hazen, C. D. — Alsace-Lorraine Under German Rule. 
Duhems, J. — ^The Problem of Alsace-Lorraine. Chapter IV. 



APPENDIX A 



See articles mentioned below by Helmer, Bois, Klein, Guerard, Gibbons, 
Davis and Creel. 

48. What is the value of Alsace-Lorraine besides being so much territory? 

Brooks, S. — The Real Problem of Alsace-Lorraine, N. Am. Rev., vol. 200, p. 
695 fi- 

Gardiner, A. G. — Lorraine, the Test of Victory, World's Work, vol. 35, p. 
252 ff. 

Clark, Hamilton, and Moulton. — Readings in the Economics of War. Chi- 
cago, 1918. Pp. 64-66, 135-138, 142-14S, 324- 

Macfarlane, C. W. — The Economic Basis of an Enduring Peace. Phila- 
delphia, 1918. Conquest and Kultur, pp. 68, 69, C. P. I. See also referr 
ence tmder 49. 

49. What is the attitude of the German Socialists towards Alsace-Lorraine? 

Creel, G. — The Lost Provinces, Ind., vol. 93. 

General references on the problem of Alsace-Lorraine: 

Hazen, C. D. — Alsace-Lorraine Under German Rule. New York, 1917. 
(An interesting book, supporting French historic claims against Ger- 
many and especially valuable on the subject of German rule in the 
annexed provinces.) 
Duhems, J. — The Problem of Alsace-Lorraine. New York, 1918. (A 
somewhat deeper study than Hazen's.) 
Vizetelly, E. A. — The True Story of Alsace-Lorraine. London, 1918. 
Blumenthal, D. — Alsace-Lorraine. Nev/ York, 1917. (Very brief study 
by an Alsatian. 

Leland, W. G. — Documents Relating to France and Certain War Issues, 
History Teacher's Magazine, June, 1918. 

Altschul, C. — German Militarism and Its German Critics. (C. P. I.), pp. 
21-36. 

Nystrom, A. — Before, During and After 1914. Chapter XI. (Shows Ger- 
man responsibility for the Alsace-Lorraine problem.) 

Rose, J. H.— Why We Carry On. London, 1918. Chapter V. The Origins 
of the War. New York. Chapter V. 

Davis, W. S. — The Roots of the War, pp. 239-248. 

War Cyclopedia (Revised ed.). — Alsace-Lorraine, war treatment, and similar 
topics. 

Unpopular Review, vol. IX, p. 485 ff. — The Problem of Alsace-Lorraine. 
(A good introductory study.) 

Lavisse and Pfister. — Tlie Question of Alsace-Lorraine, Fort Rev., vol. 108, 
p. 249 ff. (Historical sketch.) Also in Living Age, vol. 274, p. 474 ff. 

Wagner, C. — Alsace-Lorraine and the Step-Fatherland, Atl. Mo., vol. 120, 
p. 391 ff. (German misrule in the provinces discussed by an Alsatian.) 

Blumenthal, D. — A Mayor in Alsace, Atl. Mo., vol. 121, p. 264 ff. (Also by 
an Alsatian.) 

Mirman, Leon. — The Bitter Experience of Lorraine, Atl. Mo., vol. 116, p. 
706 ff. (Useful complement to the article, mentioned above, on Alsace.) 

Brooks, S. — The Real Problem of Alsace-Lorraine, N. Am. Rev., vol. 200, 
p. 695 ff. (Clear statement of the economic aspects of the problem.) 

New Republic, vol. 12, p. 152 ff. — Lorraine, Coal and Iron. (A briefer state- 
ment of the economic importance of the provinces.) 

Gardiner, A. G. — Lorraine, the Test of Victory, World's Work, vol. 35, p. 
252 ff. 

Helmar, Paul. — Alsace-Lorraine and the Principle of Nationality, XlXth 
Cent., vol. 83, p. 229 ff. (Gives the viewpoint of the Alsatians and dis- 
cusses the language question; by a distinguished Alsatian.) 

Bois, Jules. — Why Alsace wants to be French, Bookman, vol. 45, p. 259 ff. 
(An interesting and convincing presentation of the case for restitution, 
by a Frenchman.) 

Klein, Abbe Felix. — The Truth About Alsace-Lorraine, Harper's Monthly, 
vol. 136, p. 769 ff. (A French plea for restitution.) 



FINAL REPORT— WAR ISSUES COURSE 



Guerard, A. L. — Alsace-Lorraine, New Republic, May 5, 1917. (Tal^es issue 
with Toynbee's proposal, in his Nationality and the War, for a partition 
of Alsace-Lorraine; discusses the various alternative solutions proposed 
for the problem.) 

Gibbons, H. A. — World Justice for France, Century, vol. 95, p. 732 S. 
(Strong plea for restitution without plebiscite.) 

Davis, W. S. — A Referendum in Alsace-Lorraine, New Republic, vol. 14, 
p. 2.";. (Holds referendum to be impracticable.) 

UNITED STATES AND FRANCE 

50. Did the United States enter the war to enforce international law or 

merely to pay back our debt to France? 

The War Message and the Facts Behind it. (C. P. I.) pp. 6-8. (State- 
ment of the purpose of the United States in entering the war.) 

War Cyclopedia (Revised ed.). — Under War Aims of the United States. 

Lane, F. K.— The Nation in Arms. (C. P. I.) Why We Are Fighting Ger- 
many. 

How the War Came to America. (C. P. I.) 

Robinson, E. E., and West, V. J. — The Foreign Policy of Woodrow Wilson, 
1913-1917. Pp. 382-393, War Message; pp. 388-400, Note to Russia; pp. 
408-411, Reply to Pope. 

51. What do you mean by our debt to France? 

Van Tyne, C. H. — The American Revolution. (American Nation Series), 
pp. 209-216, Services of Lafayette. Pp. 224-226, F'rench and American 
Alliance. 

de Rochambeau, Count. — N. Am. Rev. Vol. 205, pp. 788-802; pp. 978-992. 
Vol. 206, pp. 161-176. What France Did for America. 

Tower, C— The Marquis de La Fayette. Vol. I, chap. I; IX. Vol. II, chap. 
XVII, and passim. 

Fiske, J. — The American Revolution, Vol. I, pp. 238-242, Services of La- 
fayette. Vol. II, pp. 1-24, 201-205, French and American Alliance. 

Guthrie, W. D. — America's Debt to France. N. Y. Sun, Sunday, September 
3, 1916. (Published also in pamphlet form by American Society for 
Relief of French War Orphans.) 

Fisher, S. G. — The Struggle for American Independence. Vol. II, pp. 20-22, 
Lafayette. Pp. 1 13-120, 287-294, 446, 448, French and American Alliance. 

Gibbons, H. A. — The Century, August, 1917, pp. 527-532, How Can We Help 
France ? 

MONROE DOCTRINE 

52. How has our foreign policy as to non-interference with political issues 

in the old world changed during the war? 

Wilson, W. — President Wilson's State Papers and Addresses. Harper's, 
1918. 

Latane, J. H. — An. Acad, of Pol. Sci. Vol. 72, pp. 100-102, The Monroe 
Doctrine ... in Relation to a Just and Durable Peace. 

Becker, C. — The History Teacher's Magazine, February, 1918, pp. 87-90, 
The Monroe Doctrine and the War. 

War Cyclopedia (Revised ed.). — Under Monroe Doctrine Today. 

Robinson, E. E., and West, V. J. — The Foreign Policy of Woodrow Wilson, 
1913-1917. 

Wilson, G. G. — The Monroe Doctrine. Pamphlet. World Peace Founda- 
tion, Boston, igi8. 



APPENDIX A 67 



UNITED STATES AND THE DUTCH 

53. What authority did the United States Government have for seizing 

Dutch vessels which were the property of a neutral nation? 
War Cyclopedia (Revised ed.). — Under Right of Angary and Seapower. 
Encyclopedia Britannica. — Under Angary. 
Oppenheim, L. — International Law. Vol. I, pp. 447-449. 
Hall, W. E. — International Law, pp. 740-743. 
Outlook, March 31, igis. — The Right of Angary, pp. 753-755. 
Outlook, March 27, igi8. — The Dutch Ships, pp. 469-470. 
Outlook, April 3, 1918. — The Dutch Ships, p. 518. 
New York Times. April 13. 1918. — (Secretary Lansing's statement.) 
New York Times, April 21, 1918. — (History of German action in 1871.) 
New York Times Cur. Hist., May, 1918, pp. 303-4. 

BELGIUM 

54. The Germans claim that they have captured papers showring that Eng- 

land had an agreement with Belgium that England should pass 
through Belgium in case of war with Germany. Can this be true? 
Collected Diplomatic Documents Relating to the Outbreak of the European 
War, pp. 350-367, especially 361-367. (Documentary proof of the falsity 
of this charge.) 
Schmitt, Bernadotte E. — England and Germany, pp. 479-481. (Has a con- 
venient brief discussion of the matter.) 
Weiss, A. — The Violation by Germany of the Neutrality of Belgium and 
Luxemburg, pp. 24-31. 

55. Is it true that England had troops in Belgium at the time Germany 

sent her ultimatum, that the French manned the Belgian guns, and 
that many French soldiers were taken prisoners in Belgium by the 
German invaders? 
Collected Diplomatic Documents Relating to the Outbreak of the European 

War, pp. 365-367. (Gives the official denials of these alleged facts.) 
Stowell, E. C. — Diplomacy of the War of 1914. See p. 631 for the state- 
ments advanced by Dernburg and German propagandists. 

56. Was the United States one of the guarantors of the neutrality of 

Belgium? 
War Cyclopedia (Revised ed.). — Article, Belgium, Neutralization of, gives 

the list of guarantors of Belgian neutrality. 
Weiss, Andre. — The Violation by Germany of the Neutrality of Belgium 

and Luxemburg. Translated by Walter Thomas (Studies and Docu- 
ments on the War.) 
Davignon, H. — Belgium and Germany. London, T. Nelson & Sons, 1915. 
Waxweiler, E. — Belgium, Loyal and Neutral. New York, Putnam, 1915. 
DeVisscher, C. — Belgium's Case. Translated by E. F. Jourdain. New York, 

Hodder, 1916. 
Beyens, Baron. — Germany Before the War. Chap. 9. Translated by Paul 

C. Cohn. London. New York, etc., T. Nelson & Sons, 1916. 
Davis, W. S. — The Roots of the War. New York, 1918. Pp. 520, 536. 
Seymour, Charles. — Diplomatic Background of the War. Yale Univ. Press, 

New Haven, Conn., 1916. Pp. 276-284. 
Schmitt, Bernadotte E. — England and Germany. Princeton Univ. Press, 

1916. Pp. 475-497- 
Stowell, E. C. — The Diplomacy of the War of 1914. Boston, Houghton, 1915. 
I Accuse. Translated by Alexander Gray. New York, Doran, 1915. Pp. 

267-272, 279-281. 
Belgian Gray Books, reprinted in Collected Diplomatic Documents Relating 

to the Outbreak of the European War, pp. 300-367. 



FINAL REPORT— WAR ISSUES COURSE 



BELGIUM AND GREECE 

57. Some of my friends with German ancestry say that the Allied invasion 

of Greece is the same as the German invasion of Belgium. 

58. Did the Entente do wrong in landing troops in Greece while Greece 

was a neutral? 

N. Y. Times Cur. Hist.— 

Vol. Ill, pp. 221-227. November, 1915. (Venizelos defines his attitude 
toward Allies and Serbia.) Pp. 447-448. December, 1915. (Asquith's 
explanation of Great Britain's relations with Greece.) 
Vol. V, pp. 635-637. January, 1917. Belgium and Greece. — Charles 
Johnston. (Fair interpretation of the difterence between the violation 
of Greek and Belgian neutrality.) Pp. 818-822. February, 1917. Greece 
Betrayed by Her Rulers. (Confidential documents of Greek govern- 
ment showing its friendly attitude toward Bulgaria.) 
Vol. IV, pp. 837-838. August, 1916. (Greece submits to the Allies' ex- 
planation of their demands on Greece.) 
Vol. V, p. 632-634. January, 1917. Greece and Entente Ultimatum. (Con- 
tains Venizelos's proclamation and outline of struggle between Royal- 
ists and Venizelists.) Pp. 816-818. February, 1917. The Situation in 
Greece. (Summary of relationship between Greece and Allies, Decem- 
ber, 1917.) 
Vol. VII, pt. I, pp. 152-154. October, 1917. Disclosures of King Constan- 
tine's relations with Germany. Pt. I, pp. 256-258. November, 1917. 
(Acts of pro-German cabinets under King Constantine revealed before 
commision of inquiry.) Pt. I, pp. 457-458. December, 1917. Treachery 
of King Constantine and his Queen. 
Nation, June 21, 1917, pp. 727-728, Constantine and Venizelos. 

Fortnightly Review, vol. 106, new series, 100, pp. 406-416, Greece and the 
War, by H. Charles Woods. 

Gauvain, Auguste. — The Greek Question. Contains detailed statement of 
the attitude of Greece from 1914-1917. (Published by American Hel- 
lenic Society, Oxford Univ. Press, N. Y., 1918. Translated by Carroll 
B. Browne.) 

Headlam, J. W. — Belgium and Greece. London, Hodder, 1917. 

DeVisscher, C. — Belgium's Case. Hodder, New York. 

Vaka, Demetra. — In the Heart of the German Intrigue. New York, 1918. 
Appeared first as article in Collier's Weekly, igi8. 

GREAT BRITAIN 

59. Did Britain try to encircle Germany; what v-jas her policy towards 

Germany? 
The Disclosures from Germany, The Lichnowsky Memorandum, The Reply 

of von Jagow. International Conciliation, No. 127, June, 1918. (Read 

both the text and the very useful notes.) 
Memoranda and Letters of Dr. Muehlon. International Conciliation, Sep- 

t::riber, 191S. (See also the edition of Dr. Muehlon's diary, published 

under the title — The Vandal of Europe, Putnam's, 1918. 
Murray, Gilbert. — The Foreign Policy of Sir Edward Grey. (Oxford 

University, 1915.) 
Cook, Sir Edward. — How Britain Strove for Peace. London, 1914. (Short 

statement by competent English authority.) 
Seymour, Charles. — The Alleged Isolation of Germany. Yale Review. 

April, 1917. 
Begbie, Harold. — The Vindication of England. London, 1916. Chs. III-IV. 



APPENDIX A 69 



Beer, G. L.— The English-speaking Peoples. N. Y., igiy, pp. 101-121. 
Cestre, C— France, England and European Democracy, 1215-1915. N. Y., 

1918. Chs. IV and V. 
Schapiro, J. S.— Modern and Contemporary History. N. Y., 1918. Ch. 

XXIX. 
Conquest and Kultur. (C. P. I.) Pp. 1 17-124. 

Brooks, Sydney.— Sir Edward Grey and His Problems. N. Y. Times Cur- 
rent History. Vol. Ill, pp. 88 ff. (April, 1916). 
War Cyclopedia (Revised ed.). — Topics, Encirclement, Britain and Germany, 

and similar captions. 
Schmitt, B. E. — England and Germany. Princeton, 1916. Chs. IX-XIV. 
Oliver, F. S— Ordeal by Battle. London, 1915. Pp. 58-62; 332-347- 
Chevrillon, Andre.— England and the War. N. Y., 1917. Pp. 1-36. 
Muir, Ramsay. — Expansion of Europe. London, 1917. Pp. 218-221. 
Beer, G. L. — Anglo-German Negotiations in 1914. New Republic, December 

18, 1915. 
Rose, J. H.— The Encircling Myth Once More. New Europe, 7th February, 

1918, pp. 104-109. A discussion and criticism of Hertling's speech in the 

Reichstag of January 24, 1918. 

CO. How did England get hold of so many colonies? Has her policy differed 
essentially from that now pursued by Germany? 
Gooch and Masterman. — A century of British Foreign Policy. London, 1917. 
Muir, Ramsav. — The Expansion of Europe. London, 1917. 
Powers, H. H.— The Things Men Fight For. N. Y., 1916. Ch. XIII. (The 

Case of Great Britain.) 
Jacks, L. P.— The Changing Mind of a Nation at War. Atl. Mo., April, 

1915. PP- 536-539- 
Reinsch, P. S. — World Politics. N. Y., igoo. Pp. 62-64. 
Raleigh, Sir Walter. — Some Gains of the War. N. Y., Doran, 1918. (29 pp.) 

Pp. 6-9. (One of the best essays written since 1914.) 
Curtis, Lionel. — The Commonwealth of Nations. Lond., igi6. Part I, Ch. 

III. 

61. How does England rule her colonies? Does Canada pay any tribute to 
Great Britain? 

Curtis, Lionel.- The Problem of the Commonwealth. Toronto, 1916. Ch. 

VI. 
Smuts, J. C. — War Time Speeches. N. Y., 1917. Pp. 1-36. 
PhilUps, L. March.- Europe Unbound. N. Y., 1916. Ch. V-VI. 
Muir, Ramsay. — The Character of the British Empire. N. Y., Doran, 

1917. (29 pp.) 
Powers, H. H. — America Among the Nations. N. Y., 1917. Ch. XX. 
Round Table (Macmillan, New York), articles since 1914. passim. Best 

periodical devoted to problem of British Empire. 

62. Were the British colonies forced to enter the war? 

Adams, G. B.— British Imperial Federation. Yale Review, July, 1916, pp. 

694-95. _ 

Curtis, Lionel.— The Problem of the Commonv/ealth. Toronto, 1917. 

Introduction. 
Philips, L. March. — Europe Unbound. N. Y., igi6. Pp. 83-gi. 
Egerton, H. E. — The War and the British Dominions. Oxford Pamphlet, 

1914. 
Oliver, F. S. — Ordeal by Battle. London, 1915. N. Y., 1916. 
Pollard, A. F.— The Commonwealth at War. N. Y., 1917. Ch. V. 



FINAL REPORT— WAR ISSUES COURSE 



63. How has Britain treated India? Why has India not been given self- 

government ? 

Brooks, Sydney. — India and the War. N. Am. Rev., April, 1916. 

Indian Constitutional Reforms, Report on. London, 1918. (H. M. Sta- 
tionery, Office, IS. 2d.) 

India, Summary of Constitutional Reforms for. N. Y., 1918. (For copies 
of this pamphlet address Lt. Col. G. G. Woodwark, 511 Fifth Avenue, 

N. y.) 

India and the War, with an introduction by Lord Sydenham.. N. Y., 1915. 
Round Table, passim. 

64. Why did Britain fight the Boers? 

Cross, A. L. — A History of England and Greater Britain. N. Y., 1914. Pp. 

1032-1036. 
Schapiro, J. S. — Modern and Contemporary History. N. Y., 1918. Pp. 

416-17. 
Adams, G. B. — British Imperial Federation. Yale Review, July, 1916, pp. 

691-694. 

65. How has Britain treated South Africa since the Boer War? 

War Cyclopedia (Revised ed.). — Under South Africa, Union of. 
Notestein, Wallace. — Jan Smuts. Atl. Mo., July, 1918. 
Round Table, passim. 

66. Has Great Britain annexed Egypt? How does she rule Egypt? 

Schapiro, J. S. — Modern and Contemporary History. N. Y., 1918. Pp. 

404-407. 
Worsfold, W. Basil. — The Empire on the Anvil. Lond., 1916. Pp. 112-115. 
Worsfold, W. Basil. — The Future of Egypt. 
Mowat, R. B. — Select Treaties and Documents. Oxford Univ. Press, 1915. 

(See documents relating to Egypt.) 

67. Why does England have so much trouble with Ireland? 

Green, Alice S. — The Irish Nationality. N. Y., igii. 
Barker, Ernest. — Ireland in the Past Fifty Years. Oxford, 1917. 
Turner, E. R. — Nationalist Ireland. Nation. N. Y., March 15, 1917. 
Turner, E. R. — Ulster. (An exposition based on the writings on both sides.) 

Nation. N. Y., January 25, 1917. 
Turner, E. R. — Irish Nationality, Background of Home Rule. History 

Teachers' Magazine, April, 1918. 
Home Rule for Ireland. N. Y. Times Cur. Hist., VI, pp. 444-453. June, 

1917. 
Cross, A. L. — A History of England and Greater Britain. N. Y., 1914. Pp. 

1086-89. 
Curtis, Lionel. — The Commonwealth of Nations. Part I, Ch. VII. London, 

1916. 
Brooks, Sydney. — The New Ireland. N. Am. Rev., March, April, May, June, 

1909; February, igio. 

July, August, September, November, 1908; January, March, October, 
Round Table, June, 1918. — The Irish Crisis. 

68. What is meant by English navalism? Has it been as great a danger 

to the peace of the world as German militarism? 

War Cyclopedia (Revised ed.). — Under Navalism. 
Bevan, E. — The Method in the Madness. N. Y., 1917. Pp. 74-83. 
Mahan, A. T. — Influence of Sea-power Upon History, 1660-1783. Boston, 
1898. Pp. 59-67. 



APPENDIX A 



69. What has the British Navy done in the war? 

Fisher, H. A. L.— The British Share in the War. N. Y., Thos. Nelson & 
Sons, sc. 

Dixon, W. McNeil. — The British Navy at War. Pamphlet. London, 1917. 

Palmer, Frederick.— My Year of the War. Lond., 1915. (Contains a re- 
markable description of the work of the British Fleet and gives an im- 
pression of its complete preparedness.) 

Ward, Mrs. Humphrey. — England's Effort. N. Y., 1916. 

70. How does England treat the workingman? 

Gleason, Arthur H.— Inside the British Isles. N. Y., 1917. Ch. II. 

Alden, Percy. — Democratic England. N. Y., 1912. 

Gray, H. L. — War Time Control of Industry. N. Y., 1918. 

Northcott, C. H. — Organization of Labor in War Time in Great Britain. 
Pol. Sci. Quar., June, 1917. 

Clark, Hamilton and Moulton. — British Labor Program in Readings in 
the Economics of the War. Chicago, 1918. Pp. 646-666. 

Webb, Sidney. — The Effects of the War Upon British Labor in Clark Ham- 
ilton and Moulton's Readings in the Economics of the War, pp. 514-521. 

Muir, Ramsay. — National Self-Government. N. Y., 1918. Pp. 264-266. 

Hayes, C. J. H. — British Social Politics. (1913.) 

Tead, Ordway. — The British Reconstruction Program in Pol. Sci. Quar., 
March, 1918. 

71. Has England had her fair share of losses as compared with Ireland and 
the colonies? 

War Cyclopedia (Revised ed.). — Topic: Great Britain's Part in the War. 
Great Britain for Democracy. — p. 16. 

72. What has been the policy of Great Britain towards the United States? 

Dunning, W. A. — The British Empire and the United States. N. Y., 1914. 

Perris, H. S.— Pax Britannica. N. Y., 1913. Ch. VII. 
Powers, H. H. — America and Britain, N. Y., 1918. 

Low and Sanders. — History of England During the Reign of Queen 
Victoria. N. Y., 1913. P. 440. 

Curtis, Lionel. — The Commonwealth of Nations. Part I, Ch. IX. (For gen- 
eral bearing rather than direct relevance.) 

73. How is the House of Commons elected in England? Why does Britain 

have a King, if she claims to be democratic? 

Lowell, A. L. — The Government of England. N. Y., 1909. 2 vols. 

Ogg, F. A. — The Governments of Europe. N. Y., 1913. 

Wallace, D. D. — The Government of England. N. Y., 1917- 

Moran, T. F. — The Theory and Practice of the English Government. 

N. Y., 1903. 
Marriott, J. A. R. — The New Electorate and the New Legislature. Fort. 

Rev., March. 1918. Pp. 331-342. 

74. Why does Britain still have a House of Lords? 

Muir, Ramsay. — National Self-Government. N. Y., 1918. Pp. 266-270. 
Lowell, A. L.— The Government of England. 1916 Ed. Vol. I, Chaps. XXI, 

XXII, and especially XXII-A — House of Lords and the Act of 191 1. 
Ogg, F. A. — The Governments of Europe. Chap. V, The House of Lords — 

especially Sect. 3 and 4 dealing with the question of the House of Lords 

and the Bill of igii. 



FINAL REPORT— WAR ISSUES COURSE 



ITALY 

GOVERNMENT 

75. Does Italy have a democratic government? 

Ogg, F. A.— The Governments of Europe. Chaps. XIX-XXI. 

Lowell, A. L. — Governments and Parties in Continental Europe. Boston, 

1900. Vol. I, Chap. Ill, or — 
Lowell, A. L. — The Governments of France, Italy and Germany. Boston, 

1914. 

TRANSFERENCE OF ALLEGIANCE AND WAR AIMS 

76. Why did Italy leave the Triple Alliance? 

77. What is Italy fighting for now that she has joined the Allies? 

78. If she is after territory, v/hat does she want? 

Dillon, E. J. — From the Triple to the Quadruple Alliance. Lond., 1915. 

(Fullest treatment in English.) 
Wallace, W. K.— Great Italy (especially Chap. Ill, The Triple Alliance). 
War Cyclopedia (Revised ed.). — Under Triple Alliance. 
Gray, Ezio. — Fort. Rev., vol. 104, Italy in the Clutches of Germany, p. 679 ff. 

(Triple Alliance. Italy's need of self-defense against Germany's 

economic exploitation.) 
Sedgwick, H. D. — Italy and the War, Yale Review, vol. 5, p. 18 ft. (Com- 
prehensive article on Italy's motives.) 
Okey, Thomas. — Italy and the War. Contemporary Review, vol. 106, p. 500 

ff. (Keen exposition of Italy's mental attitude in foreign politics on the 

eve of her intervention.) 
Dillon, E. J. — Italy on the Verge. Contemporary Review, vol. 107, p. 429 fl. 

Discussion of Italy's Mediterranean interest before intervening in war.) 
Jones, P. V. B. — Italy and the Great War. History Teachers' Magazine, 

June, 1918. P. 319. 
Italy and the Adriatic. Quar. Rev., vol. 224, p. 327 ff. (Brief history — 

excellent.) 
Marriott, J. A. R. — The Problem of the Adriatic. XIX Century, vol. 78, 

p. 1319. ( Shows practical limitations upon Italy's aims.) 
Ferrero, G. — Italy's Duty. Atl. Mo., vol. 115, p. 559. 
Ferrero, G. — Italy and the Adriatic. The Atlantic Monthly, vol. 120, p. 61 ff. 

(Clear presentation of Italy's grounds for hostility to Austria-Hungary.) 
Pol'ticus. — Italia Irredenta. The Fort. Rev., vol. lo;:!, p. 288 ff. (Perhaps 

most informing presentation of problem in English.) 
Unredeemed Italy. The Independent, vol. 81, p. 455 ff. (Analysis of Italy's 

rights to territory.) 
The Background of the War. Pamphlet published by World Peace Founda- 
tion, Boston, Mass, and distributed gratis. 

TURKEY 

79. Are not the Allies going to make that sick man of Europe pay for his 

ferocious atrocities against the poor Armenians, Syrians and Greeks 
of Asia Minor and the Caucasus by driving him back to Turkestan, his 
native land? 

80. How will the question of who will be entitled to Constantinople and the 

Straits be settled at the close of the war? 
War Cyclopedia (Revised ed.). — Armenian Massacres. 



APPENDIX A 



Wilson, W. — Address of January 8, 1918 (War, Labor and Peace, p. 31)- (C. 

P. I. Pam.) ^, ,^ 

Dominian, L.— Frontiers of Language and Nationality in Europe. N. Y., 

1917. Chaos. XI and XII. 
Pears, Sir Edwin. — Turkey and Its People. London, 1912. Also in Atl. 

Mo., July, 1915, The Future of Turkey and the Balkan States. 
Round Table, June, 1917, PP. .SIS-S46. (Excellent survey of Turkish 

problems.) 
Toynbee, A. J.— Nationality and the War. New York, 1915. Chap. X. 

(Deals with national problems in Ottoman Empire.) 
The Treatment of Armenians in the Ottoman Empire. (Bryce report 

giving the evidence on the atrocities, 1916.) 
Gibbons, H. A.— The Blackest Page in Modern History. N. Y., igi6. 
World's Work, May-August, igi8. — Ambassador Morganthau's Story. 
Davis, W. S. — Roots of the War. New York, 1918. Chap. III. 
Toynbee, A. J. — Treatment of Armenians in Ottoman Empire. Lond., 

igi6. 
Coolidge, A. C. — Claimants to Constantinople. Harvard University Press, 

1917. (Interests and ambitions of powers in Constantinople.) 
Phillipson, C, and Buxton, N. — The Question of the Bosphorus and the 

Dardanelles. London, 1917. (Full and adequate treatment of the 

historical setting and diplomatic problems involved.) 

EASTERN EUROPE 
RUSSIAN PARTITION 

81. How; many countries have been formed from Russia since August, 1914? 

82. What parts of Russia are under German control? 

83. What peace terms did Germany make with Russia? 

84. Does the United States intend to stand by Russia as by France? Why? 

For Russian losses in territory: 

War Cyclopedia (Revised ed.). — Russia, Russian Revolution, The Ukrame, 

Lithuania, Esthonia, Poland, Courland, Bessarabia. 

Statesmen's Year Book, 1918, pp. xlv-xlvii. Lists nations formed from 

Russian territory through May, 1918. 
Review of Reviews — Russia and German Policy, September, 1918, pp. 

281-285. 
War Cyclopedia (Revised ed.).— Brest-Litovsk Treaty. 
New Europe, March 21, 1918, p. 318. 
Summary of partition treaties in: 

New Europe— Russian Treaty of Brest-Litovsk, March 21, 1918, pp. 

316-319. 
New Europe— Ukrainian Treaty of Peace, February 28, 1918, pp. 219-221. 
New Europe— Rumanian Treaty of Bucharest, March 21, 1918, pp. 319-320. 
New Europe — The New Russo-German Treaties. October 3, 1918, pp. 

283-285. (Highly important.) 
New York Times Current History— February, March, April, 1918. 
American policy toward Russia: 
N. Y. Times Cur. Hist., February, 1918, pp. 273-276. 
War, Labor and Peace (C. P. I. Pam.). — President Wilson's Address to 

Congress, January, 1918. 

NATIONALITIES IN RUSSIA 

85. Is Finland Pro-German or Anti-German? 

86. Who are the Lithuanians? 



FINAL REPORT— WAR ISSUES COURSE 



87. What is Little Russia? 

Dominian, L. — Frontiers of Language and Nationality in Europe. New 

York, 1917. Pp., 101-103, Finns; pp. 104-106, Lithuanians; p. 131, Little 

Russians. 
Toynbee, A. J. — Nationality and the War. New York, 1915. Pp. 301-303, 

Lithuanians; pp. 308-319, Ulcranians (Little Russians; Ruthenians). 
N. Y. Times Cur. Hist., March, 1918, pp. 437-441, The Republic of Finland. 
N. Y. Times Cur. Hist, June, 1918, pp. 445-448 — Finnish-German Treaty 

summarized. 
Dernby, K.— The Tragedy of Finland, in Nation (N. Y.), July 13, igiS, pp. 

38-39. (Conveniently brief summary of Finnish Civil War.) 
Reade, A. — Finland and the Finns. New York, 1915. (Best book for gen- 
eral background of Finnish situation, though not covering most recent 

phases.) 
Round Table (1918), vol. VIII, p. 293— -Baltic Provinces and Lithuania. 

(Valuable summary.) 
Lees, G. F. — The Claims of Lithuania in Contemporary Review, August, 

1917, pp. 178-185. 
N. Y. Times Cur. Hist., June, 1918, pp. 458-460 — Lithuania's Efforts toward 

Autonomy. 
N. Y. Times Cur. Hist., March, 1918, pp. 426-434— Ukraine and Its Separate 

Peace. 
Stoddard, T. L. — Little Russia, in the Century, August, 1917, pp. sSq, 576. 
Rapoport, S. — The Ruthenian Question in Russia, in Contemporary Review, 

September, 1917, pp. 300-305. 
Winter, N. P. — The Ukraine: Past and Present, in National Geographic 

Magazine, August, 1918, pp. 1 14-128. 

RUSSIAN POLICY 

88. Who are the Pan-Slavs? What is their significance? 

Rose, J. H. — Nationality in Modern History. New York, 1916. Chapter VI. 

The Awakening of the Slavs. 
Toynbee, A. J. — Nationality and the War. New York, 1915. Chapter VII, 

Pan-Slavism. 
War Cyclopedia (Revised ed.). — Pan-Slavism. 

89. Was not Russia fully as much to blame for the war as Germany? 

Davis, W. S. — Roots of the War. New York, 1918. (General reference.) 
Seymour, C. — Diplomatic Background of the War. Yale Uiiiv. Press, 1916. 

Chapter XI, The Crisis of 1914. 
Stowell, E. C. — The Diplomacy of the War of 1914, vol. I. 
Diplomatic Documents Relating to the Outbreak of the European War. 

Published by the Carnegie Endowment for International Peace, 1916; 

especially vol. II, pp. 1331-1382, the Russian Orange Book. 
Why We Are at War. Oxford, 1914. Chapter III, The Development of 

Russian Policy. 
Lichnowsky Memorandum. Printed in full as pamphlet No. 127 by the 

American Association for International Conciliation, 1918. (German 

testimony as to the responsibility of Germany and Austria-Hungary 

for the war.) 
Memoranda and Letters of Dr. Muehlon. Published by American Associa- 
tion for International Conciliation, 1918. Note pp. 21-27 on Russia's 

mobilization. 
N. Y. Times Cur. Hist., December, 1917, pp. 505-507. (An account of the 

Sukhomlinoff revelalicrs, on which the Germans base their case against 

Russia.) 



APPENDIX A 



POLAND 

90. What countries now own parts of Poland? Don't you think she ought 

to be made a separate nation at the close of the war? 

War, Labor and Peace. — President Wilson's address of January 8, igiS, 
p. 31, states the American policy. 

Dominian, L. — The Frontiers of Language and Nationality in Europe, 
chapter VI. 

Toynbee, A. J. — Nationality and the War. Pp. 51-80 — German-Polish 
frontier. Pp. 281-292 — Problems of Austrian and Russian Poland. 
(Written in 1915, this book contemplates a union of Poland with Rus- 
sia, but its survey of frontier problems applies equally to an inde- 
pendent Poland.) 

Gibbons, H. A. — Reconstruction of Poland and the Near East. New York, 
1917. 

Gibbons, H. A. — The Future of Poland, in the Century, December, 1916. 
pp. 182-192. 

Dillon, E. J. — The Polish Problem, in the Fort. Rev., March, 1917, pp. 
373-388. 

Rose, J. H. — The Polish Problem, in the Contemporary Review, December, 
1916, pp. 715-723. 

Romer, E. — Poland: The Land and the State, in Geographical Review, 
July, 1917. 

Showalter, W. J. — Partitioned Poland, in National Geographic Magazine, 
January, 1915. 

Phillips, W. A. — Poland. Home University Library series, 1916. (Histor- 
ical setting of the Polish problem.) 

BOHEMIA: THE CZECHO-SLOVAKS 

91. What will become of Bohemia after the war? 

92. What is the Czecho-Slovak movement in Russia? 

President Wilson's Reply to Austria's Peace Plea, October 19, 1918; 
states American policy. 

MacAdam, G. — Czecho-Slovaks, in World's Work, October, 1918, pp. 628- 
634. (Good for very recent developments.) 

Dominian, L. — Frontiers of Language and Nationality in Europe, chapter 
VIL 

Monroe, W. S. — Bohemia and the Czechs. Boston, 1910. (General back- 
ground.) 

Capek, T. — Bohemia Under Hapsburg Misrule. London, 1908. 

Seton-Watson, R. W. — Racial Problems in Hungary. London, 1908. (Cov- 
ers Slovak question.) 

Masaryk, T. G. — Bohemia and the European Crisis, in New Europe, Jan- 
uary 25, 1917, pp. 33-47. With racial map on p. 64. 

Wall's, B. C, in the Geographic Review: 

The Peoples of Austria, July, 1918, pp. 52-65, with maps. 

The Peoples of Hungary, December, 1917, pp. 465-481, with maps. 

National Geographic Magazine, February, 1917, pp. 163-187. Bohemia and 
the Czechs. 

XlXth Century, March, 1917, pp. 570-578. Future of Bohemia. 

War Cyclopedia (Revised ed.). — Bohemia, Checho-Slovaks, Austria- 
Hungary, etc. 

Hazen, C. D.. in Saturday Evening Post, October 19, 1918. 



FINAL REPORT— WAR ISSUES COURSE 



THE SOUTH SLAV PROBLEM: THE BALKANS 

93. Was not the assimilation of Bosnia-Herzegovina by Austria in 1908 

consented to by the party in power in Turkey? 

Davis, W. S. — Roots of the War. New York, 1918, pp. 421-435. 
Gibbons, H. A. — The New Map of Europe. New York, 1914. (General 

reference.) 
Seymour, C. — Diplomatic Background of the War, pp. 178-183. 
Stowell, E. C. — The Diplomacy of the War of 1914. Pp. 20-21. 

94. Why does Bulgaria want the Vardar valley? 

95. Are the Jugo-Slavs Russians? 

Brailsford, H. N. — Macedonia. London, 1906. (Early reference but still of 
value.) 

Cvijic, Jovan. — The Geographical Distribution of the Balkan Peoples, with 
racial map, in Geographical Review, May, 1918, pp. 345-361. 

"Diplomatist." Nationalism and War in the Near East. Oxford Univ. 
Press, 1915. (Very full study of the Balkan wars and the national 
problems arising from them.) 

Dominian, L. — Frontiers of Language and Nationality in Europe. Chap- 
ters IX and X. 

Kerner, R. J., The Russian Revolution and the Jugo-Slav Movement. Har- 
vard Univ. Press, 1918. (A brief history of the movement for South 
Slav unity.) 

New Europe, March 28, pp. 333-339. Macedonian Question. (A fair 
survey.) 

Monroe, W. S. — Bulgaria and Her People. Boston, 1914. (A sympathetic 
study.) 

Newbigin, M. I. — Geographical Aspects of Balkan Problems. London, 
1915- 

Savic, V. R. — South-Eastern Europe. New York, 1918. (Serbian aspira- 
tions for South Slav unity.) 

Seton-Watson, R. W. — Southern Slav Question and the Hapsburg Mon- 
archy. London, 1911. 

Stanoyevich, M. S. — A New European State, Jugoslavia, in the Century, 
March, 1918, pp. 687-692. 

Taylor, A. H. E. — The Future of the Southern Slavs. Lond., 1917. 

Toynbee, A. J. — Nationality and the War, pp. 167-216. (Brief history of 
the South Slavs.) 

Vosn/ak. B. — Jugoslavia, in Nation. N. Y., July 13, igiS, pp. 34-36. 

Woods, H. C. — The Balkans, Macedonia and the War, in the Geographical 
Review, July, 1918, pp. 19-36. 

PORTUGAL 

96. Why has Portugal gone into the war? 

Independent, March 20, 1916, p. 411. The Thirteenth Belligerent. 
Nation (N. Y.), March 16, 1916, p. 302. 

Harper's Magazine, October, 1917, pp. 662-668, Portugal's Object Lesson, 
(Shows part played by the republic in the war.) 
The text of the Anglo-Portuguese alliance treaty is given in pamphlet, The 
Background of the War, published by the World Peace Foundation, 
Boston, 1918. 
Geographical Review, August, 1918, pp. 147-155, Portugal: the Country and 
the People, gives general backgroimd. 



APPENDIX A 



SOUTH AMERICA 

97. Will you kindly take up the relations between Argentina and Germany? 

98. Is the German Ambassador still in Argentina? 

99. What interest are the South American states taking in the war? 

Bulletin of Pan-American Union, October, 1917. The Growing Spirit of 

Pan-Americanism. (Attitude of Brazil, Uruguay and Argentina to the 

United States.) 
Luquiens, F. B. — Century, October, 1918, pp. 859-864. Latin America and 

the War. (Defines present attitude of various countries.) 
N. Y. Times Cur. Hist., May, 1917, pp. 228-230. November, 1917, p. 244. 
Review of Reviews, November, 1917. Latin America and the War. 
Pan-American Magazine, November, 1917. Latin America and the War. 
War Cyclopedia (Revised ed.). — Under Argentine, Brazil, Chile, Spurlos 

versenkt. 

JAPAN 

100. Why haven't the Japanese sent troops to fight in Europe? 

101. What is Japan's idea in entering Siberia instead of sending troops to 

the western front? 

102. Why did Japan delay entering Siberia until it had the consent of other 

powers ? 

Brinkley, F., and Baron Kikuchi. — A History of the Japanese People, pp. 

730-731, and appendix II, the Anglo-Japanese alliance. 
Cross, A. L. — A History of England and Greater Britain, pp. 1075-1076 (foot- 
note), the Anglo-Japanese alliance. 
Holt, L. H., and Chilton, A. W. — European History 1862-1914, p. 572, the 

Anglo-Japanese alliance. 
International Conciliation Pamphlet No. 124, 1918, sections I, II, IV, 

Japanese-American agreement. 
War Cyclopedia (Revised ed.). — Japanese- American Agreement. 
New International Year Book, 191 1. — Japan: Foreign Relations. 
Outlook, January 9, 1918, p. 52 ff. Why Japan Has Not Sent a Force to 

Europe. March 13, 1918, p. 400 ff. "Japan to Aid Her Allies Against 

Germany." 
Kawakami, j£. K. — Japan's Attitude Toward the War, Review of Reviews, 

February, 1918. 

103. What was the reason for the Ishii-Lansing Conference? 

104. What was the result? 

International Conciliation Pamphlet No. 124, 1918, The United States and 

Japan. 
War Cyclopedia (Revised ed.). — Japanese-American Agreement. 
Laad, U. T. — In Korea With Marquis Ito. N. Y., 1908. (Favorable view of 

Japanese policy.) 
Hornbeck, S. K.— Contemporary Politics in the Far East. (Critical of 

Japan.) 

105. When and why did Japan take possession of Korea and Manchuria? 

Brinkley, F., and Baron Kikuchi. — A History of the Japanese People, pp. 

639-731. 
Hayes, C. J. H. — A Political and Social History of Modern Europe, vol. 

II, pp. 582-584. 



78 FINAL REPORT— WAR ISSUES COURSE 

106. Has the so-called "yellow peril" ceased to exist? If not, does it exert 

any influence in the present war? 

Abbott, J. F. — Japanese Expansion and American Policies. N. Y., Macmil- 

lan, 1916. Chapters IV, VI-VII, IX-X. 
lyenaga, T. — Japan's Real Attitude Toward America. N. Y., Putnam, 1916. 
Lawton, L. — The Empires of the Far East. Lond., 1912. Vol. I, chapter 

XIV. 
De Forest, J. H. — Is Japan a Menace to the United States? (American 

Peace Society.) 
Literary Digest, July 28, 1917, Japan's Integrity. October 13, 1917. The 

Yellow Peril Made in Germany. 
International Conciliation Pamphlet No. 124, The United States and Japan, 

section V, What of Our Fears of Japan? 
Hearn, Lafcadio. — Japan, an Interpretation. Lond., 1904. Chapters XIX- 

XXII. (General background.) 
Latourette, K. S. — The Development of Japan. N. Y., Macmillan, 1918. 
Sunderland, J. T. — Amity Betv/een Japan and America. Putnam's, N. Y., 

1918. 

INTERNATIONAL LAW 

107. Did the United States in refusing to forbid the exportation of munitions 

of war to England and France fail to fulfill its obligations as a neutral? 

The question is fully answered in the following official documents: 

Circular of the Department of State in regard to neutrality and trade in 

contraband, October 15, 1914. 
Reply by Secretary Bryan to Senator Stone, January 20, 1915. (Point 9.) 

N. Y. Times Cur. Hist., vol. I, pp. 1175-1183, March, 1Q15. 

International Conciliation Pamphlet, 1915, 96, I. 
Secretary Bryan to Ambassador Bernstorff, April 21, 1915, and 

International Conciliation, 1915, Series No. IX, 94. 

N. Y. Times Cur. Hist., vol. 2, pp. 449-451. June, 1915. 
Secretary Lansing to Ambassador Penfield, August 12, 1918. 

N. Y. Times Cur. Hist., vol. 2, pp. 1066-1069. September, 1915. 

International Conciliation, 1915, Series No. XI, 96, III. 
Rogers, Lindsay. — America's Case Against Germany. New York, E. P. 

Button & Co., 191 7. (Has a useful chapter [No. 6] on the trade in 

mimitions of war.) 

108. Why did the United States Government not forbid American ships 

to enter the war zone around the British Isles proclaimed by Ger- 
many? Why were Americans not forbidden to travel on Allied 
ships going into the war zone? 

These questions are answered in the first Lusitania note to Germany — 
Secretary Bryan to Ambassador Gerard, May 13, 1915. 

109. Did the English vessels, while the United States was still neutral, by 

flying the American flag in order to avoid capture or submarine attack, 
violate the neutral rights of the United States? 

Rogers, Lindsay. — America's Case Against Germany, pp. 54-59, has a con- 
venient discussion of this well-recognized practice of belligerent vessels 
flying a neutral flag. 

110. What is meant by "Freedom of the Seas"? 

For discussions as to various uses of this term see: 
War Cyclopedia (Revised ed.). — Gives American, British and German 



APPENDIX A 



Sidebotham, H. D. — Atl. Mo., vol. ii8, pp. 161-271. 

Pollard, A. F. — Yale Review, new series,' vol. s, pp. 310-315. 

Bevan, E. — The Method in the Madness, pp. 92-101. New York Lone-- 

mans, 1917. ' ~' 

Parker, Sir Gilbert, in N. Y. Times Cur. Hist., vol. 3, p. 565. December 

1915- 
Reventlow, Count von (Pan-German view) in N. Y. Times Cur. Hist 

vol. 4, p. 59. April, 1916. ' 

111. Was the Lusitania armed? 

112. Was the Lusitania when torpedoed carrying munitions of war? 

Answered in the opinion rendered by J. M. Mayer, Judge of the United 
States District Court in the case of "The Lusitania." Cf. Opinion, p. 3. 
(Distributed by the American Defense Society, 44 E. 23d Street New 
York City.) Also in N. Y. Times Cur. Hist., October, igi8. 
For other aspects of the Lusitania case, see: 
President Wilson's three Lusitania Notes. 
Rogers, Lindsay. — America's Case Against Germany, ch. 4. 
War Cyclopedia (Revised ed.) 
And the periodicals, especially for June, July and August, 1915. 



C. e. 22. 

Washington, November 8, 1918. 

FROM: Committe on Education and Special Training: 

TO: Institutions where Units of the Students Army Training Corps are located 

and Chairmen of the War Issues Course groups. 

SUBJECT : Maps for the War Issues Course and for other courses in which the Geo- 
graphical Problems of the War and the Peace which is to follow have 
a part. 

During the past year the American Geographical Society of New York 
has been preparing a series of base maps for the United States Government. 
The building of the Society has been the headquarters of the "Inquiry," an 
organization engaged in a study of world conditions, and especially Euro- 
pean conditions, that bear upon the problems of the coming peace conference. 
Probably never before in the history of the United States has there been 
gathered together so large an organization of scholars for a national pur- 
pose. A large force of draftsmen and cartographers has been engaged on 
this task for over a year. The maps which have been prepared are not 
cheap and hasty productions, but carefully drawn compilations from the 
latest and best sources. 

GENERAL DESCRIPTION OF THE MAPS; THEIR USEFULNESS 

1. The Committee on Education and Special Training has been fortunate 
enough to secure the generous co-operation of the American Geographical 
Society in making available for use in the War Issues Course this unique 
series of maps and block diagrams of the problem areas of the world. The 
maps, many of which are wall-size, make in all about sixty sheets. All of 
the maps are on a large scale and all have been re-engraved in a series of 
small maps which may be ordered by the hundred or the thousand as desired 
for the direct use of the students. With the large base map before the class 
and the small maps in the hands of the students, there will be sound instruc- 
tion in geographical problems. Upon the base maps lines may be drawn 
and colors laid to show distributions of every sort. If it is desired to show 
a battle line, a new state, an ethnic boundary, a rectified frontier, in short 
any fact which a map may display, there is a base map at hand for the pur- 
pose. No available commercial maps have the qualities which these maps 
exhibit and which make them so readily serviceable for the work of the 
colleges. 

PRICE OF MAPS; OPPORTUNITY FOR EXAMINATION 

2. The maps will be sold in complete sets at the nominal price of twelve 
dollars ($12.00), carriage prepaid (which price merely covers the cost of manu- 
facture). The prompt possession of these maps is so important to the War 
Issues Course that the Committee on Education and Special Training has 
directed the American Geographical Society to send a set on approval to 

So 



APPENDIX A 



each institution maintaining a unit of the S. A. T. C. Institutions should 
either return the set within a few days or remit the sum of twelve dollars 
($12.00) to the American Geographical Society, Broadway and 156th Street, 
New York City. As many additional sets as are wanted may be ordered 
direct from the same address. It is hoped that the larger institutions will 
order several additional sets, for the Committee believes these maps to be 
essential to the proper conduct of the War Issues Course and of other "war 
courses" in history, economics and government. Moreover, it is believed 
that the maps will promote instruction in the objects and terms of peace, in 
reconstruction to follow the war, and in world problems of every kind in 
which the United States will inevitably be involved in future years. 

USE OF FUNDS 

3. With the funds received from the sale of these maps other maps will 
be drafted and engraved and thus the series kept almost up to the minute. 
In this way, every college in the country may carry on a connected series of 
map studies and put instruction in geography on a high scientific plane. 

DESCRIPTIVE MATTER 

4. Later in the year the Committee will follow up the maps with descrip- 
tive matter which will enable each instructor to modify the base maps now 
supplied with fresh and timely material. The maps should be regarded as a 
first step in a series of geographical publications which will be carried out 
through the co-operation of the Committee and the American Geographical 
Society. 

CORRESPONDENCE REGARDING MAPS 

5. All correspondence about the maps listed and described below^ should 
be addressed to Dr. Isaiah Bowman, Director of the American Geographical 
Society, Broadway and 156th Street. New York City. 

Committee on Education and Special Training, 
By Frank Aydelotte, 

Director of War Issues Course. 



^The detailed description of the maps one by one which was printed in the 
original circular is here omitted. It may be obtained by addressing an inquiry to 
Dr. Bowman. 



C. e. 24. 
Washington, November 30, 1918. 

FROM: Committee on Education and Special Training. 

TO: Instructors in War Issues Course. 

SUBJECT: Facilities for future courses on problems of the War, the Peace Con- 
ference, and Reconstruction. 

Information received by the Committee indicates that after the demobili- 
zation of the S. A. T. C, various institutions will continue to give courses of 
the same general character as the War Issues Course, dealing with the war, 
the Peace Conference, and problems of reconstruction. The purpose of this 
bulletin is to provide a convenient record and reference list of facilities which 
exist for the provision of materials for such courses. The most important 
source of material must always remain the initiative of commercial publishers, 
authors, and editors. A number of volumes especially prepared for the War 
Issues Course will soon be placed on the market. But in addition to material 
provided in this way, it seems important to call attention to supplementary 
matter which is available outside of the ordinary commercial courses. 

PLAN 

1. Had the S. A. T. C. continued, it was the intention of the Committee 
to ask that the second term of the War Issues Course be based upon some 
standard text on Government as originally planned, but that it include some 
discussion of the problems of the Peace Conference and of the formation of a 
League of Nations. The Committee then intended to alter the course in the 
third term so as to place the emphasis primarily on problems of recon- 
struction. The materials nov^^ being organized vAll be adapted to plans of 
this character. 

NATIONAL BOARD FOR HISTORICAL SERVICE 

2. The National Board for Historical Service, which has already done 
useful v/ork in collecting and arranging materials for the War Issues Course, 
will continue its activities in this direction. Institutions which wish to do 
so may mal^e use of this body as a clearing house of ideas. This Board will 
be glad to receive suggestions from men who are giving courses on the war 
as to materials needed, and it expects in turn to stimulate various indi- 
viduals to undertake pamphlets, bibliographies and syllabi, which in its 
judgment would be useful to institutions giving courses of this general 
character. Correspondence on this subject should be addressed to Vice- 
Chairman Dr. Joseph Schafer, Woodward Building, Washington, D. C. 

WORLD PEACE FOUNDATION 

3. A series of pamphlets planned by the V/crld Peace Foundation, 40 Mt. 
Vernon Street, Boston, Mass., will be carried forward regardless of the future 
of the S. A. T. C. The first of these pamphlets, "German Attempts to Divide 

82 



APPENDIX A 83 



Belgium," by Professor Becker of Cornell University, is now ready. Other 
pamphlets now available from the publication list of the Peace Foundation 
are, "The Monroe Doctrine after the War" by George Grafton Wilson, 
"What We Are Fighting For" by President Wilson, Ex-president Taft, and 
President Lowell of Harvard University, "War Aims of Belligerents as 
Elicited by Russia's Attempts to Secure a General Peace," "The Background 
of the War," "A Historical Light on the League to Enforce Peace." Lists 
of other pamphlets available and forthcoming will be issued by the V/orld 
Peace Foundation from time to time. A bibliography of problems of the 
Peace and of Reconstruction is now being prepared by the National Board 
for Historical Service and will soon be issued by the World Peace Founda- 
tion. In addition to the above, bulletins C. e. 17, "Bibliography No. 1," and 
C. e. 21, "Questions on the Issues of the War," which have been sent out by 
the Committee on Education and Special Training, may be obtained from 
the World Peace Foundation as long as the supply lasts. 

PUBLICATIONS OF THE COMMITTEE ON PUBLIC INFORMATION 

4. The domestic activities of the Committee on Public Information have 
ceased, and the remaining stock of their publications has been turned ever to 
the Committee on Education and Special Training. These publications will 
be distributed for the Committee by the World Peace Foundation and may 
be obtained by the colleges, as long as the supply lasts, with no charge except 
for carriage. A list of the publications available will be sent out by the 
World Peace Foundation as soon as the pamphlets are received. 

CARNEGIE ENDOWMENT FOR INTERNATIONAL PEACE 

5. The Committee has recently sent to the Chairman of the War Issues 
Course in each institution pamphlets numbered 3 to 20 in the International 
Law Series of the Carnegie Endov/m.ent. Additional copies of these and 
other publications of the Endowment may be obtained from the Secretary, 
2 Jackson Place, Washington, D. C. 

AMERICAN ASSOCIATION FOR INTERNATIONAL CONCILIATION 

6. Various publications of this Association have already been sent to 
instructors in the War Issues Course. Additional copies may be obtained 
from the Secretary of the Association, Sub-station 84, New York City. 

OTHER AGENCIES 

7. Other materials valuable for courses of this nature may bt obtained 
from the League to Enforce Peace, 130 W. 42nd Street, New York City, and 
from the National Security League, 19 W. 44th Street, New York. Both 
organizations will be glad to co-operate with educational institutions in 
furnishing information concerning their work and publications which may 
be advantageously used by classes. Professor Albert Bushnell Hart is now 



FINAL REPORT— WAR ISSUES COURSE 



engaged in preparing a handbook of materials on the war especially chosen 
for use in secondary schools. This handbook will be printed by the National 
Security League as soon as ready. 

METHOD OF OBTAINING THESE MATERIALS 

8. Members of the Faculties of the various colleges and universities who 
are interested in obtaining such materials as are issued should apply directly 
to the various organizations mentioned. Making a request for the materials 
involves no obligations whatever as to their use. 

SUGGESTIONS 

9. The Secretary of the World Peace Foundation, 40 Mt. Vernon Street, 
Boston, Mass., or the Chairman of the National Board for Historical Service, 
Woodward Building, Washington, D. C, would be glad to receive sugges- 
tions from any source as to materials needed by the colleges in conducting 
such courses as they choose to give on the war, the peace conference, and 
the problems of reconstruction. The result of such suggestions will be to 
put into circulation the best ideas on these subjects and to preserve some 
element of co-operation between the institutions attempting to meet the 
need of the country for instruction concerning the great national and inter- 
national problems which confront our democracy as a result of our partici- 
pation in the war. 

Committee on Education and Special Training, 
By Frank Aydelotte, 

Director of the War Issues Course. 



C. e. 26 

Washington, December 12, 1918. 

FROM: Committee on Education and Special Training. 

TO: Librarians of Institutions which Maintained Units of S. A. T. C. 

SUBJECT: Descriptive Circulars of the War Issues Course. 

1. At the suggestion of Mr. W. W. Bishop, in charge of the S. A. T. C. 
Section, Library War Service of the American Library Association, descrip- 
tive circulars of the War Issues Course are sent herewith to libraries of all 
institutions which maintained units of the Students Army Training Corps. 

2. The attention of librarians is particularly called to the letter of 
November 30th (C. e. 24) mentioned below. This bulletin, together with 
the supplement which will be issued later, provides a convenient record and 
reference list of facilities which exist for providing many kinds of valuable 
materials for courses on the war, the peace, and reconstruction. Suggestions 
and materials for such courses may be secured from any of the organizations 
listed in this bulletin and in particular from the National Board for Historical 
Service, and the World Peace Foundation. Librarians who are interested in 
obtaining such materials should apply directly to the organizations men- 
tioned. Correct addresses are given in all cases. 

3. The following circulars accompany this memorandum: 

a. Letter of June 21st: This letter authorizes the inclusion of a brief War 
Issues Course in the technical and military program designed for the men of 
the Vocational Section (Section B) of the Students Army Training Corps. 

b. Letter of June 27th : This letter, in the form of preliminary instruction, 
gives a brief syllabus of the contents of the course, and suggests methods of 
conducting it. 

c. List of typical questions asked by the men of the Wentworth Institute 
Vocational Section, together with the comments of the men on the value of 
the course. 

d. Letter of September 10th (C. e. 12) : This letter authorizes as an 
integral part of the work of all men of the Collegiate Section (Section A) of 
the S. A. T. C. the inclusion of a course on the remote and immediate causes 
of the war. 

e. Letter of September 18th (C. e. 13) : This letter gives suggestions for 
the organization of the course and indicates in a general way the ground to 
be covered in the work of the first term. 

f. Bibliography No. 1 (C. e. 17) : This bibliography, which is mainly his- 
torical, was designed to encourage institutions to provide library facilities for 
the War Issues Course. 

g. Questions on the Issues of the War (C. e. 21) : This pamphlet is made 
up of questions on the war, asked by the men in the Vocational Sections of 
the S. A. T. C. during the summer. More than 40,000 questions were 
received by the Committee. The pamphlet contains a selection of the mo^t 

85 



FINAL REPORT— WAR ISSUES COURSE 



significant of these questions, together with reference to books in which 
answers to the questions may be found. 

h. Maps of the Problem Areas (C. e. 22) : This circular contains a general 
description of the maps prepared for the House Inquiry and which 
were made available for use in the War Issues Course. These can still 
be obtained by institutions or individuals interested, through the co-operation 
of the American Geographical Society, Broadway and 156th St., New York 
City. 

i. Letter of November 30th (C. e. 24) : This letter outlines the facilities 
provided for the voluntary continuation of the War Issues Course or for 
courses of the same general character on the problems of the war, on the 
peace conference, and national and international reconstruction. (See para- 
graph 2 above.) 

Committee en Education and Special Training, 
By Frank Aydelotte, 

Director War Issues Course. 



APPENDIX B 

REPORTS OF DISTRICT DIRECTORS 
COLLEGIATE SECTION 

Cambridge, Mass., January 3, 1919. 

FROM: Clifford H. Moore, District Director War Issues Course, District 1. 

TO: Frank Aydelotte, Director War Issues Course. 

SUBJECT: Summary Report on War Issues Course. 

I beg to submit herewith my final report as District Director of the course 
in War Issues in New England. 

In October and November last I was able to visit all the thirty-cne 
institutions in New England having the S. A. T. C. ; in a number of cases I 
made a second visit. Nearly all the institutions had adopted the general plan 
suggested by the Committee on Education and Special Training for the first 
two terms of the year, viz., the autumn term was given to History, and the 
winter term was to be given to Government. The third term had not been 
definitely planned in most places, for many were inclined to favor other sub- 
jects than the two suggested. A few institutions made interesting 
departures from the general plan. Williams' College, for example, chose to 
give Government in the first term; at Amherst College one course was 
planned for sophom.ores and upper classmen, another for new comers; Dart- 
mouth College chose to take up the matter by countries, studying, during the 
autumn term, Great Britain and Germany — a plan which was carefully pre- 
pared and executed with great enthusiasm and success. 

The course on War Issues, in common with the other work of the S. A. 
T. C, suffered from m.any difficulties during its short life. These difficulties 
arose from the influenza which caused a loss in some institutions of more 
than a month; the crowded conditions of the entire schedule; and the inter- 
ference by the military officers with the time set apart for study and reci- 
tation. This last difficulty was slight in some institutions where the co- 
operation between the military and academic authorities was hearty; but in 
others it was serious. Yet the course seemed to be regarded as a valuable 
one, whose worth would have become more evident if the end of hostilities 
had not happily come so soon. 

The hearty co-operation between the different departments in giving this 
course was most gratifying. In some of the larger institutions representatives 
of eight or nine different departments, including some of the ablest and most 
eminent teachers in those institutions, were allied in the teaching staff. 

Finally I wish also to express my personal appreciation of the cordial 
spirit which every one, with the exception of a single individual, displayed 
toward the purposes of the Committee and the visits of the District Director. 

87 



Schenectady, N. Y., December 14, 1918. 

FROM: W. E. Hocking, District Director War Issues Course in District 2. 

TO: Frank Aydelotte, Director War Issues Course. 

SUBJECT: Summary Report on War Issues Course. 

I. GENERAL DATA 

Of the thirty-one institutions in this district I had visited and reported 
on twenty-six at the time I was obliged to retire from service. Since that 
time for the sake of record I have reported on Union College in which I have 
been taking a subordinate part in the instruction in the War Issues Course. 

Of these 27 institutions, I should regard seven as doing the War Issues 
work in an excellent manner, showing a certain initiative and imagination, 
over and above the plans of the Committee, namely: Columbia, Cornell, 
Hamilton, Hobart, Princeton, Rutgers, Union. 

Six others seemed to be doing very good work, namely Alfred, City Col- 
lege, Brooklyn Polytechnic, Fordham, Syracuse, and St. Johns. 

Eleven were barely complying with requirements; and three were failing 
to do as much. 

Institutions not visited: New York Homeopathic Medical, Long Island 
College Hospital, Rochester, Rensselaer Polytechnic Institute, St. Stephens. 
I understand that the New York Homeopathic unit was withdrawn. 

II. NATURE AND VALUE OF INSPECTION 

As compared with the corresponding course in the B Detachments, the A 
Detachments' War Issues Courses were more extensive, complex in program, 
numerous in staff, and variable from institution to institution. Where there 
were several men engaged in the lectures, there was little to be gained from 
hearing a lecture by one of them; whereas in the B Detachments, this was 
an important part of the visit. 

The inspection in the present case consisted therefore chiefly of an inquiry 
from the professor in charge of the course regarding the plan and methods 
of instruction, and a gathering of general impressions of the institution as a 
whole, and its attitude toward the course. As a basis for report, I feel that 
this survey was necessarily very superficial and unsatisfactory. 

But in the work of the Director, I came to regard the reporiE itself as the 
least valuable element. There were always questions to be answered, and 
mistakes of conception or plan that could be corrected on the spot. More 
than this, the communication of the spirit of the whole undertaking, sugges- 
tion, and encouragement during a period of unusual difficulty, owing largely 
to causes beyond any one's control (such as the epidemic and the constant 
changes of general plan) were, I felt, of great value. 

Besides this, and perhaps most important, the traveling Director, as repre- 
sentative of the Government rather than of the local office, constituted the 



APPENDIX B 89 



tangible personal link with the national undertaldng. The colleges of this 
district, and probably of the others, have gained an important element of 
self-judgment in aligning themselves in a common task, with common 
standards. It is true that the institutions are so diverse in character that 
the Director couid not apply to one the measure appropriate to others; and 
indeed his own standard seemed to shift from place to place. But it was still 
a working factor in the event of his visit that he brought a knowledge of 
what other colleges were doing, and what the Committee desired, and that 
some common, if vague, principle of estimation would be applied to their 
work. 

If such a common supervision, provided it were sympathetic and conscious 
of the future as well as of the present, could be continued for a period of 
years, it would be an inestimable force in securing the growth of our back- 
ward institutions toward competence, in wiping out provincialism, and in 
keeping alive the sense of responsibility of every educational plant to the 
nation at all times, whether of peace or of war. 

It goes without saying that the Director himself found the experience of 
visiting these various colleges profitable and exhilarating beyond easy 
measure. 

III. OBSERVATIONS 

While the entire experience of the colleges vnth the S. A. T. C. was too 
short and restless to form a basis for firm educational inferences, there are 
vigorous reactions, both on their part and on the part of observers, which at 
least suggest conclusions, and which will inevitably guide the next steps in 
the absence of any other regulators. 

1. The experience of combining military and academic work has not been 
nearly so satisfactory in the case of the college work as in that of the B 
Detachments. This is due in part to the greater ambitiousness of both parts 
of the program, and in part to their greater contrast. The complete respon- 
sibility of the Commanding Officer, usually having his first independent com- 
mand, was hard to combine with the divided and undefined authority of the 
joint undertaking. Only an entire year's work vidth opportunity to ease the 
points of major friction would justify any conclusions about the worth of 
this combination. Most colleges spoke with enthusiasm of the physical 
improvement of the students. 

2. The compulsory and limited program has had a refreshing effect of 
simplifying and proportioning the curriculm in various over-ramified elective- 
system colleges. 

It ought to have some permanent effect in calling attention to the fact 
that there are, after all is said, some essentials of a college course, some 
matters which colleges owe training in, as a duty, to those whom they under- 



go FINAL REPORT— WAR ISSUES COURSE 

take to fit for citizenship. It ought to burn up much of the rubbish of elec- 
tive courses, rnd thus at the same time relieve the awful burden of imitation 
and pretence that weighs upon the smaller institutions. 

At the same time, various of the "literary" colleges have had a wholesome 
reminder of their deficiencies on the side of physical and natural science. 

3. The War Issues Course has made a few convinced friends in its 
character as a concrete center for various abstract disciplines, such as politics, 
philosophy, and letters. 

4. It has also demonstrated, in a still wider circle, the fact that the 
interests common to various departments may be more vital than the ter- 
ritory proper to any one of them alone ; so that the "departmental" system 
is always threatening to omit the best elements of a curriculum. 

The practice already achieved in co-operation across departmental 
boundaries will form a precedent for further enterprises of the same kind. 
In most cases it will leave a pleasant taste in the academic mouth. 

At the same time, in proportion to the amount of co-operation involved, 
the machinery of such a joint course becomes complex and the instruction 
expensive. 

5. The "intensiveness" of the instruction, in War Issues and in other parts 
of the curriculum, has brought results that are revealing, and yet, this 
feature of the job has made few friends. It is regarded as a more or less 
abnormal tour de force, valid for war purposes, but impracticable and unde- 
sirable under usual conditions. 

This is not wholly due to any love of slackness, nor any under-valuing 
of snap and "pep," so far as this has been induced by the military atmosphere. 
It is due to the backwash of feeling of superficiality and loose-ends which has 
gone with the speed. 

It will be of great importance, in further digesting this experience, to 
distinguish these contrasting incidents of intensive training. 

6. Every Director must have observed the difficulty in steering a just 
course between over-guiding and under-guiding the colleges. 

The volume of direction that reached them would not have been too 
massive had it been entirely self-consistent, however, a quality which could 
have been ensured only if much more than the available time could have been 
spent on plans. 

The outstanding impression in my mind, on this point, is the endless 
appetite everywhere for direction, or for suggestion which could be used as 
something to depart from. I would therefore end this report with an earnest 
and reiterated appeal to the Committee to send to all the colleges fairly full 
suggestions for possible ways to continue the War Issues Courses. Under 
present circumstances there could be not the slightest chance that such sug- 
gestion would be regarded as a pressure of authority. 



Philadelphia, Pa., December 5, 1918. 

FROM: W. E. Lingelbach, District Director War Issues Course, in District 3. 

TO: Frank AytJelolte, Director War Issues Course. 

SUBJECT: Summary Report on War Issues Course. 

SUCCESS OF THE WAR ISSUES COURSE THROUGHOUT 

THE THIRD DISTRICT, QUALIFIED BY EXTERNAL DIFFICULTIES 

The War Issues Course in the third district was meeting with marked 
success when the signing of the Armistice injected a certain degree of 
demoralization into the work which naturally increased when the order for 
the demobilization of the S. A. T. C. was sent out. But for this I am con- 
vinced it would have established itself on a permanent basis, though in a 
slightly modified form, in the majority of the institutions of this district. 
That this is so is the more remarkable because conditions throughout the 
district were uniformly unfavorable to the satisfactory inauguration of the 
course. With the confusion necessarily attendant upon the introduction of 
so radical and sweeping a change as the S. A. T. C. into the life of the colleges, 
there was added early in October the epidemic of influenza. As a result, 
most of the institutions were closed by order of the health authorities of the 
State, while those like the University of Pennsylvania which did continue its 
academic work as usual, found classes depleted and good work very difficult. 
In many cases, as at the University of Pittsburgh and the Carnegie Institute 
of Technology, the quarantine was not lifted till the twelfth of November, 
when academic work was finally resumed. A further difficulty appeared in 
many of the institutions because of the failure of the military authority to 
carry out its part of the program. In some institutions this appeared in the 
form of a persistent encroachment on the time allowed for academic work; 
in others in a lack of discipline which was even more serious in effect upon 
the War Issues Course. It showed itself particularly in the absence of con- 
. trol over attendance at classes, and inadequate care for the supervised study 
periods. As a result, the attendance for a part of the time, especially after 
the signing of the Armistice, was very irregular in a few of the larger institu- 
tions, absences varying from twenty to forty per cent. That the course has 
been voted a success in spite of this almost insuperable obstacle from with- 
out, is to my mind a remarkable tribute to its inherent strength. 

PLAN OF WORK AND CO-OPERATION WITH THE 
STAFF OF THE DISTRICT EDUCATIONAL DIRECTOR 

District Headquarters for the Third District were rather late in getting 

adjusted because of the removal from Lafayette College to Philadelphia 

during the early weeks of October. My own connection with the War Issues 

dates from the New York conference on the fourteenth and fifteenth of 

October. Since that time between thirty and forty institutions have been 

91 



FINAL REPORT— WAR ISSUES COURSE 



visited, v.'hile the remainder have been inspected with respect to War Issues 
by one or other of the District Educational Director's staff, with whom I 
have co-operated wherever possible. In addition to this I have been in cor- 
respondence with all the professors in charge. In most instances they have 
sent in outlines, list of texts and other aides used in the course, size of classes 
and the sections, and the names and departments of the professors teaching 
in the course. For these and reports of inspection, etc., see separate reports 
made from time to time, on file in Washington. From this I have been able 
to form a fairly clear idea of the status of the work, pending the time when 
I could arrange for a personal inspection. For three weeks I had assisting 
me in the capacity of Assistant District Director, Dr. Joseph CuUin Ayer, 
Jr., with whom I had mapped out the field-work for the period after the first 
of December in such a way that we would have covered all of the institutions 
in the course of the next three weeks. 

POLICY 

In general I adopted at the outset the policy of keeping in mind, par- 
ticularly during the early stages of the work, the general plan and personnel 
connected with the course rather than the work of particular instructors in 
the class-room. This I felt would better come later, after the process of 
organization and the ground work had been properly laid. In this way I 
believe there have been established very cordial relations and co-operation 
between the district office and the various War Issues Units. As a rule I 
succeeded in having a conference with the War Issues group sometime during 
my visit to the institution. Not infrequently the Dean and the President 
were present for a short time, and in some instances the Executive Officers 
became the most enthusiastic advocates of the course. Thus Chancellor 
McCormick, of the University of Pittsburgh, writing a few days after my 
visit, says: 

"I have conferred with Mr. Manley, and at the earliest moment we shall 
have a general meeting of the faculty and students in War Aims Courses, at 
which as you suggest I shall make the opening address." 

Major Bayles and President Sparks, of State College, both agreed to 
impress their unit with the importance and possibilities of the course, and 
Dean Blaisdell, with his colleagues, undertook a complete reorganization 
along the lines suggested in your later communications and my letters. 

The work has gone forward without serious friction. In a few institutions 
I was able to bring about important changes without referring to Head- 
quarters at Washington. In some instances supervision had very beneficial 
effects in toning up the work of the Social Science group and in protecting 
instructors from an excessive number of hours of teaching. 



APPENDIX B 



CONFERENCE ON WAR ISSUES AT PITTSBURGH 

A conference on the problems of the War Issues Course was held at Pitts- 
burgh on November 30th, in connection with the Educational Association of 
Western Pennsylvania, at v/hich I presided and presented certain phases of 
the subject. Nearly all of the institutions of the western part of the State 
and some from West Virginia were represented. Addresses were made by 
Professor Freeman of Westminster, Professor Chitwood, of the University 
of West Virginia, President Sparks of State College, Professor Gibbs of the 
University of Pittsburgh, President Wallace of Westminster, Professor 
Thurston of Carnegie Institute of Technology, President Keith of Indiana 
State Normal School, and Chancellor McCormick of the University of Pitts- 
burgh. 

Approval of the course was unanimous, as was the hope that it might be 
continued on a voluntary basis. My statement that Director Aydelotte ex- 
pected to send out in the near future bibliographical material and a tentative 
syllabus for the later phases of the course, namely problems of peace and 
reconstruction, was received with much .satisfaction. 

ATTITUDE TOWARD THE COURSE 

The attitude of the various institutions toward the War Issues Course in 
the Third District is found in part in the preceding paragraphs. Speaking 
more definitely on this subject, however, I would say that approximately 
eighty per cent of the institutions have in some way or other expressed their 
satisfaction with the course, and a large percentage of those with whom I 
have conferred after it was known that the S. A. T. C. would be abandoned, 
expressed a desire to continue the course on a voluntary basis. This is par- 
ticularly true of the technical schools, many of which have been enthusiastic 
over the advantages of such a course as a permanent feature of their cur- 
ricula. The statement has been made to me frequently, by the Deans of 
these schools, that in view of the fact that their roster is very much crowded 
by the pressure of technical requirements they can afford but very few hours 
for cultural subjects. The courses along these lines heretofore offered have 
as a rule been too narrow in scope. The War Issues Course, on the contrary, 
they agree, is much broader in its content and plan and embodies those con- 
structive and synthetic elements so conspicuously lacking they claim in the 
more segregated courses in History, English and Economics, etc., given by 
the respective faculties of the college. 
FUTURE OF THE COURSE 

Evidence that it is to be carried on in many institutions on a voluntary 
basis in a somewhat modified form reaches me constantly. Thus State Col- 
lege, University of Pennsylvania, University of Pittsburgh, Muhlenberg Col- 
lege, etc., are all taking definite action on the subject, either through the 



FINAL REPORT— WAR ISSUES COURSE 



Board of Deans, or vote of the faculty. In some instances there is a strong 
tendency to turn the course over to the Departments of History, Politics and 
Economics. This means breaking it up into several courses. Where appro- 
priate I strongly urged the continuance of the co-operation of the groups in 
English and Philosophy. How far the War Issues group and the machinery 
for handling the course properly in the different institutions can be kept 
together it is impossible to say. In several cases professors in charge of the 
course have informed me that the demands of the regular curriculum, to 
which their institution was returning, upon the time of some of their best 
men would be too heavy to make their further co-operation in the War 
Issues Course possible. In all such instances the difficulty of keeping central 
direction and an organization together is obvious and the tendency towards 
breaking the course up into its component parts, each given by the particular 
department to which it most nearly belongs, is very strong. 

NEED FOR SUGGESTIONS AND MATERIALS ON PROBLEMS 
OF PEACE AND RECONSTRUCTION 

Whatever form the War Issues Course takes in the institutions of this 
district, I can say positively, there is considerable anxiety and perplexity 
among instructors in the work over the difficulties of the reconstruction 
phase of the course unless materials and some suggestive guidance is fur- 
nished. The demand for syllabi, texts, bibliography, etc., on peace problems 
and reconstruction is general, and the promise of facilities along these lines, 
made in C. e. 24 which has just reached me, is therefore most timely and to 
the point. No effort should be spared to carry out this part of the work. 

In conclusion, I wish to bear testimony to the enthusiasm and spirit of 
co-operation on the part of the professors and committees in charge of the 
War Issues Course throughout the Third District. 



Raleigh, N. C, December 23, 1918. 

FROM: J. G. de R. Hamilton, District Director of the War Issues Course, District 4. 

TO: Frank Aydelotte, Director War Issues Course. 

SUBJECT : Summary Report on War Issues Course. 

I became District Director of the War Issues Course for the Fourth Dis- 
trict on October 21, but on account of the illness and death of President 
Graham I was unable to go to Washington for instructions until October 30. 
My work of supervision therefore may be said to date from that time. 

In this district there are forty-nine institutions which had units of the 
Students Army Training Corps. All of these but two are listed in the hand- 
book which accompanies this report and need not be mentioned specifically 
in this connection. The two omitted, Emory College, Oxford, Georgia, and 
the Medical School of the University of Georgia, located at Macon, did not 
come to my attention until late in the period of my connection with the work, 
and neither was visited by me. 

Prior to the order for demobilization, I visited the following institutions : 
Trinity College, Elon College, North Carolina State College of Agriculture 
and Engineering, Atlanta University, Oglethorpe University, Georgia School 
of Technology, Atlanta Southern Dental College, Morehouse College, Mercer 
University, University of Georgia, North Georgia Agricultural College, 
Wofford College, University of South Carolina, Newberry College, Presby- 
terian College of South Carolina, Furman University, Davidson College, 
Biddle University, Wake Forest College, University of North Carolina and 
Shaw University. After the order for demobilization, I visited Randolph- 
Macon College, Virginia Medical College, Washington and Lee University, 
Richmond College, Virginia Military Institute, University of Virginia, Vir- 
ginia Polytechnic Institute, William and Mary College, The Citadel, College 
of Charleston, Clemson College and University of Florida. I have thus 
visited and filed reports upon thirty-three of the institutions in this district. 
I also visited for a second time, in the interest of the continuance of the 
course, the University of North Carolina, University of South Carolina, 
Wofford College and the University of Georgia. 

Speaking in general terms, I was much pleased with the conception of 
the nature and purpose of the course which the various chairmen and such 
others of the instructors as I met seemed to have. In only a few cases was 
there any reason for criticism in regard to this vital matter. Again, speaking 
generally, the organization of the course was good throughout the district, 
and in few instances were changes necessary. As a rule, the outline of 
the Committee was followed closely, and where departure from that was 
made, the work was so shaped as to carry out the purpose of the course. 

I have found sincere enthusiasm for the course and a realization of its 
possibilities general among instructors and also among other members of 

95 



96 FINAL REPORT— WAR ISSUES COURSE 

the faculties. In many institutions a number of departments were con- 
cerned in the work and a fine spirit of co-operation was manifestly present. 
In such institutions this was felt to be one of the outstanding features of the 
course and one which will probably lead to very important results in the 
future. 

In respect to accomplishment, it is difficult to make any accurate 
statement. The difficulties of induction, the pressure of military duties, the 
influenza epidemic, and the signing of the Armistice all combined to make 
academic work highly difficult. Opinions vary among instructors as to the 
amount and quality of the work done in general by the men, but there is 
almost complete unanimity of opinion, that probably the best work done was 
in the War Issues Course, and that, leaving out of consideration any question 
of how much was acquired in the way of definite information, the influence 
of the course in the direction of broadening the outlook of the men, giving 
them a new viewpoint, stimulating their interest in contemporary world 
affairs, and arousing their enthusiasm was very great. How far this is true 
will best be judged when it is seen to what extent the course is elected during 
the coming quarters in such institutions as continue it. I feel strongly, after 
getting a fairly clear view of the situation, that the institution of the course 
has been in many ways the most interesting educational experiment attempted 
in this part of the country within a generation, and that it is certain to be 
fruitful of good results. 

How great the success has been from the standpoint of the colleges, is to 
be gathered from the fact that a large majority of the institutions are to con- 
tinue it for at least the rest of the academic year. In the fourth district, at 
least, it is, generally speaking, the sole survivor of the Students Army Train- 
ing Corps innovations. 

I cannot close this report without an expression of appreciation of the 
kindness and courtesy of the men who have conducted the course in the 
various institutions. To be thrown into contact with them, even for so brief 
a time, has been an experience which I should be sorry to have missed. In 
every way they have co-operated to make my work simple and successful. 



Nashville, Tenn., December 16, 1918. 

FROM: M. L. Bonham, District Director War Issues Course in District S. 

TO: Frank Aydelotte, Director War Issues Course. 

SUBJECT: Summary Report on War Issues Course. 

Permit me to submit the following report on the working of the War 
Issues Course in the Fifth District S. A. T. C. for the period October 1st to 
December 15th. 

This district was composed of the States of Alabama, Kentucky, Missis- 
sippi and Tennessee,' and included forty-six institutions with collegiate mili- 
tary sections. Forty-two of these were institutions for whites and fotir for 
colored. Five of the white institutions had naval units also and five had 
vocational sections. In addition there was one institution (Tuskegee) having 
a vocational section only. 

Of these forty-seven institutions it was my privilege to visit forty-four. 
The only collegiate ones omitted were the Mississippi A. & M. College, 
which I had inspected during the summer, and the Talladega College, a 
colored institution with section A only. The reports of the Assistant Edu- 
cational Directors who visited these institutions, indicate that the War Issues 
Course was in good shape in both. Tuskegee I found in excellent shape last 
summer, but was unable to visit it again this fall without neglecting some of 
the newer units. I have tried to keep in touch with all of these institutions 
by correspondence. 

On arriving in Nashville early in October I issued a circular letter 
(October 7th) to the War Issues Instructors, explaining the plan of the 
course and requesting an outline of the course as each planned to give it. 
Most complied promptly and these outlines were either approved by me, or 
sent back for correction, after which they were approved. On October 29th, 
I issued a second circular defining the minimum work of the course. After 
the order for demobilization came I issued a third letter (November 30th) 
urging that the course be made permanent, and at least that it be continued 
the rest of this session. Copies of all three of these letters have been filed 
with your office. 

My correspondence and inspections revealed that a fine spirit of co- 
operation with the plan of the Committee on Education and Special Training 
characterized the institutions in this district. The utmost effort was made 
by most of them to make the War Issues Course a vital part of the students' 
work. In most institutions the Professor of History was in charge; next in 
frequency (and in efficiency) came Professors of Philosophy and Classic 
Languages. Where more than one man gave the course several depart- 
ments were represented and a fine spirit of co-operation prevailed. Nearly 
everywhere I found the course being well given, and much appreciated by 

97 



98 FINAL REPORT— WAR ISSUES COURSE 

both students and facility. The instructors showed a splendid attitude with 
regard to criticisms and suggestions. This attitude convinces me that had 
the course continued as planned, it would have been a signal success. 

Since the order for demobilization, my efforts have been mainly directed 
to procuring the continuation of the course, for this session at least, if not 
permanently. Nearly every institution has pledged itself to continue the 
course through the current session, and the attitude towards making it a 
permanent feature of the curriculum is favorable. I have also been urging 
the colleges to send the chairman of the War Issues Course to the approach- 
ing conference of the American Historical Association at Cleveland. 

It is to be regretted that the S. A. T. C. experiment could not have con- 
tinued until the end of the session, as the work of the first term was much 
hampered by the influenza epidemic and friction between the military and 
academic authorities. Nevertheless, certain positive results have been 
achieved by the War Issues Course. 

First: A greater interest in history has been evoked on the part of the 
students. 

Second : Many instructors have been jarred out of the ruts into which they 
had gotten. 

Third: The calling in of instructors from several departments has tended 
to break down departmental isolation, and has stimulated the spirit of co- 
operation, which should have permanent and beneficial effects on academic 
work. 



FROM: F. S. Bogardus, District Director War Issues Course, District 6. 

TO: Frank Aydelotte, Director War Issues Course. 

SUBJECT: Summary Report on War Issues Course. 

INTRODUCTORY STATEMENT 

The purpose of the course, as I understood it, was to give the students a 
fairly complete and accurate knowledge of the causes of the war, how the 
United States got into it, and what the free nations of the earth intended to 
accomplish in it and through it. But mere knowledge itself was not all the 
aim. There was a desire to arouse a feeling of personal responsibility for 
a victorious ending of the war as a struggle between right and wrong. I 
wanted to have the work done in such fashion that every student would 
become possessed of an overmastering desire to take some action, to do some- 
thing for righteousness' sake. This was the idea I tried to impart to the 
various instructors as I went about the district. 

NATURE OF THE COURSE 

An attempt was made to make the course truly liberal in the broadest 
sense of the word. The fact that they were about to become identified with 
a great world movement, one that involved the welfare of the whole human 
race was kept before the young men and it had an immense compelling 
power. To a very large extent, the War Issues Course, in this sense, took 
the place and performed the function of the humanistic studies of the cur- 
riculum. There was a real release of the finest human spirit in the presence 
of a noble ideal. 

ATTITUDE OF THE INSTRUCTORS 

There was a splendid spirit of willingness and co-operation on the part of 
the instructors. In some cases the equipment of the institution was inade- 
quate but the instructors made maps and bought books with their own funds 
and by a spirit of devotion succeeded admirably with their courses. There 
is no question that the instructors felt that they were serving the great cause 
of establishing human liberty. It is not too much to say that they were the 
greatest factor in the success of the course. 

EUIPMENT 

Most of the schools were fairly eqtiipped with maps and books for the 
work. Some were well equipped while others had very little in this line. 
An effort was made to increase the stocks of this latter class and a marked 
improvement was noted in this respect. The result is that these schools 
are now better equipped for history work than ever before and the grade of 
their instruction should accordingly be raised. In this respect the schools 
certainly have benefited by the course. 

00 



FINAL REPORT— WAR ISSUES COURSE 



INTENSITY 

The intensity of effort on the part of instructors and pupils was notice- 
able. The work had to be done in a certain limited time and that time was 
much less than what they were accustomed to for ordinary college courses. 
It was a revriation to teachers and pupils as to what could be done by con- 
centrated and purposeful effort and it should serve to set new standards for 
college work in the future. 

SIGNIFICANCE OF THE COURSE IN CONNECTION 
WITH THE COLLEGE CURRICULUM 

The fact that several departments usually co-operated in giving the 
course is a matter of considerable importance. Departmental isolation has 
been a distinct drag upon the efficiency of our colleges. Instructors have 
been in the habit of thinking of the welfare of their institutions in terms of 
their departments to such an extent that the institutions have suffered. The 
War Issues Course compelled them to think and act outside the field of 
strict departmental interests for a common cause. It is to be hoped that 
other courses of a similar nature given in the same way will become a settled 
part of the college courses of the future. 

ATTITUDE OF THE DISTRICT DIRECTORS 

In visiting schools giving the course, my thought was to interpret to the 
instructors as accurately as possible the purposes and ideals of the National 
Director at Washington. A few minutes of personal conference usually 
served to clear away misunderstandings and uncertainty. My whole thought 
in dealing with the instructors was to make our conference constructive in 
character. Helpfulness and kindly suggestions was the key-note rather than 
adverse criticism. It was always safe to assume that the instructors were 
anxious to do the work in the most effective way possible and if it was not 
being done in that way a friendly conference would reveal the cause. Then 
it could be remedied. I found this plan of action to be the most satisfactory. 
SUCCESS OF THE COURSE 

Measured by the purpose of the course and making due allowance for the 
disturbing influence of the influenza epidemic it is not too much to say that 
the course was notably successful. The interest of the students grew day by 
day as the course developed. A thought often expressed to me by college 
authorities, as well as by the Commanding Officers, was that the War Issues 
Course was the most successful of the academic courses given. The fact 
that so many of the schools are planning to continue the work during the 
remainder of the year is evidence of its success. I have talked with dozens 
of young men who have had the course and they almost without exception 
expressed the highest appreciation of the action of the government in pro- 
viding the course and of what it did for them. 



Chicago, 111., December 6, 1918. 

FROM: James H. Tufts, District Director War Issues Course, in District 7. 

TO: Frank Aydelotte, Director War Issues Course. 

SUBJECT : Summary Report on War Issues Course. 

I present the following general report upon the thirty-six institutions 
visited in the seventh district. 

1. Considered in reference to their main purpose as indicated in C. e. 12, 
the War Issues Courses have been in large degree successful. Institutions 
have selected good men — probably in most cases, their best men — to give the 
course. Considerable co-operation by committees in planning the course 
has been evident. Instructors have regarded their task as a welcome oppor- 
tunity for patriotic service. In the larger institutions those in charge of the 
course have devoted practically their whole time to it. The suggestions 
originally made in C. e. 12, and C. e. 13, were cordially accepted and closely 
followed. The materials sent out made it possible for men not trained in 
history to work out a creditable plan of reading. The general testimony of 
instructors and of administrative officers has been that the students were 
unusually interested as shown by their attention and their questions. 

2. Tested not by the effects on morale but by ordinary academic standards 
of actual mastery of facts and theory, the results as thus far apparent are 
less uniformly satisfactory. The larger institutions find the work done by 
students unsatisfactory; the smaller institutions are better satisfied and see 
no reason why credit cannot be given as justly as for any other course. 

The causes for the disappointing results of the course — measured by 
academic rather than patriotic standards — are many, but they may be 
grouped under four heads. 

1. Influenza. This for the most part was not a serious interference at 
the smaller institutions since they seem to have been able to keep it in con- 
trol; it was a serious handicap at the larger institutions. 

2. Cases for which the institution was largely responsible — or at least, 
would have been under ordinary conditions. These causes may be classed 
as inadequate facilities, but the lack of time available and the desire of the 
institutions to do their best to help the government in an emergency, excuse 
much. Such causes were: 

a. Insufficient accommodations for study. 

b. Insufficient provision for mess helpers which involved the use of 
students. (Houghton reports "No absence on account of K. P."; the large 
institutions an indefinite number of such absences.) 

c. Insufficient teaching force to handle the course except largely by the 
lecture method. Despite the extraordinarily fine courses provided at Ann 
Arbor, Madison, Chicago, Urbana, the average freshman, and particularly the 
below-average freshman, is likely to get a weak grip on material thus pre- 



FINAL REPORT— WAR ISSUES COURSE 



sented, as compared with material studied in a text and discussed three times 
a week in small sections. The very richness of the banquet has probably 
caused some indigestion. 

3. Causes due to the military situation or military authorities, such as : 

a. The presence of a considerable number of low-grade scholars not pre- 
pared or apt for college work. 

b. Poor attendance and insufficient time for study on account of an 
excessive demand by either general military exercises or special details. 

c. Depreciation of the importance of academic work, as expressed in the 
low rating given to it in the personnel grades, and in a corresponding attitude 
on the part of the officers, particularly subordinate officers. 

d. Unfortunate personality of some military officers; the result pre- 
sumably in most cases of the haste with which selections had to be made, 
and of the demands upon officer personnel for active service overseas or in 
cantonments. 

4. Lack of co-operation. In so far as this is not purely personal it is 
greater in larger institutions; it seems to be largely a matter of group 
psychology. In smaller institutions the military officer is likely to become 
virtually a member of the faculty group; in larger institutions a distinct 
military group is formed, tending toward certain esprit and attitude of 
its owm. 

In the great majority of institutions visited the tendency was toward 
better co-operation and better results generally. Many will wish to continue 
the course. 

If the institutions in the district should be classified not on the basis of 
size but of their relations to the State, they might be divided into (1) State 
Institutions, including as sub-classes Universities and Normal Schools, (2) 
Endowed institutions under private control, including as sub-classes Univer- 
sities, College and Institutes, (3) Institutions under private control but 
originally organized as commercial institutions. In these several types of 
institutions material equipment is best in the State institutions and the 
privately endowed universities. The colleges vary greatly. A few are well 
equipped and have an adequate teaching force, but many of the colleges have 
very meager resources in libraries and maps and the instructors are likely to 
be overworked. On the other hand, the colleges undoubtedly have a certain 
purpose of their own which attracts a certain type of students arid makes 
possible a homogeneity of college life that is in many ways very valuable. 
If government visitation could be made to bring home to the responsible 
supporters of these institutions the need of more adequate equipment in 
order that students at these institutions might really receive what they sup- 
pose they are receiving in the way of education, it would be highly desirable. 

I should like to make also a special comment upon the State Normal 
Schools in Michigan and Wisconsin which have units. These were among 



APPENDIX B 



the best institutions in their buildings, their available books and maps, and 
the apparent fitness of the instructors in charge. If we measure the advan- 
tages of an institution not by what it possesses but by what the individual 
freshman can get hold of, we must say that the freshman in the Normal 
Schools visited has a better chance for seeing and reading important books 
on the war than the average freshman in any of the five great universities. 

In conclusion. I believe the course has waked up many institutions ^d 
mstructors, has vitalized teaching, has brought about helpful co-operation, 
and set a precedent for a course aiming toward civic enlightment and con- 
science as well as toward knowledge of facts and forces. It is likely to mark 
a permanent gain in college teaching. 



Minneapolis, Minn., November 9, 1818. 

FROM: J. S. Young, District Director of War Issues Course, District 8. 

TO: Frank Aydelotte, Director War Issues Course. 

SUBJECT : Summary Report on War Issues Course. 

In addition to the form reports and comments I have made touching my 
inspection of the various institutions I have visited, I beg leave to submit the 
following : 

I. THE WAR ISSUES COURSE 

1. This new course has received careful consideration in most institutions 
which I have visited. 

2. The work is usually organized with a responsible committee and 
chairman in charge. 

3. The securing of an adequate staff for the first quarter's work has en- 
listed the co-operation of many departments, thus breaking down in a 
measure departmental jealousies and bickerings. 

4. Oftentimes weekly or fortnightly conferences of teachers in charge of 
the vi^ork are held where some professor who has given special attention to 
the topics, discusses these for thirty or forty minutes and then there is a free- 
for-all discussion. This is a most admirable plan for emphasizing the main 
points. 

5. As a rule strong teachers are offering the War Issues Course. 

6. I fear the twenty-year-old students have not received sufficient con- 
sideration in the initial plans. 

7. Class discussions should be emphasized more than lectures. 

8. Not enough emphasis is given to geography and map work. 

9. There is a tendency to teach over the heads of the freshmen. 

10. Soldierly bearing and duty of the young private are not sufficiently 
emphasized in class. I feel that the student should come to attention for 
the more extended recitation but may be allowed to remain seated for the 
rapid fire quiz and class discussion. 

11. The substitute courses and the work in composition are not func- 
tioning properly. Considerable attention should be given to these two phases 
of the work. 

12. In my opinion the War Issues Course is the most constructive piece 
of work that is being done in the S. A. T. C. units. 

II. GENERAL OBSERVATIONS 

1. Students as a rule are better housed in the small than in the large 
institutions because good dormitories are available in the former while bar- 
racks are used in the latter. 

2. Some small institutions have undoubtedly resorted to questionable 
methods of advertising. 

3. A few irregularities have been practiced in the admission of students. 

4. There has been much loss of time for students and consequently poor 
work, because of friction or misunderstanding between the military and col- 

104 



APPENDIX B 



legiate authorities. Of course this situation has been aggravated by the 
epidemic of Spanish influenza. College and military authorities should pur- 
sue a give-and-take policy. 

5. College presidents, when holding subordinates to responsibility for 
specific duties, should delegate adequate authority for the performance of 
these duties. 

6. Supervised study is not functioning properly. This needs immediate 
attention everywhere. 

7. I think the colleges are imbued with the spirit for rendering a patriotic 
service. 



Chicago, 111., January 15, 1919. 

FROM: George H. Mead, District Director War Issues Course, District 9. 

TO: Frank Aydelotte, Director War Issues Course. 

SUBJECT: Summary Report on War Issues Course. 

My personal visits to institutions giving the War Issues Courses were 
confined to the institutions in Missouri, the University of Kansas, the State 
Normal at Pittsburgh, Kansas, and the University of Colorado. Traveling 
with the gentlemen inspecting the rest of the S. A. T. C. work — Messrs. A. 
W. Torbell and O. C. Lester — I formed the impression that the W. I. C. 
excited unusual interest and was with some exceptions seriously undertaken. 
Its appeal to the immediate interest of the students and instructors in the 
war and the generous assistance offered by the Committee on Education and 
Special Training in bibliography, syllabi, pamphlet literature and maps, 
together with the suggestions presented for the first term, helped those insti- 
tutions which would otherwise have been unable to carry the course, to do 
a most interesting and valuable piece of work. 

I think that the most important impression that I gained was that there 
is an opportunity which has not been realized of awakening interest in issues 
of national import, and directing and informing it, to the great advantage of 
the country, if such assistance could be given and continued as it was provided 
for the W. I. C. I was impressed with the poverty of equipment and sub- 
ject-matter of instruction in many of the institutions, especially the smaller 
ones, and their eager response to the assistance that came to them through 
the Committee. The work of the Committee has shown the possibility of 
organizing, inspiring and directing country-wide instruction on matters of 
national concern. 

It is hardly necessary to present the difficulties under which the S. A, T. 
C. operated in this section. The great difficulties were the incompetence of 
the commanding officers and the serious interruption of work during the 
autumn by the epidemic of influenza. In a few of the smaller institutions we 
found an excellent organization of the military and academic training, but 
in general the undertaking of the S. A. T. C. was at the end of the fall term 
a failure. If, however, the war had continued with the demand for officers' 
training by the colleges and universities, it is fair to assiune that a much 
better result would have been attained. 

In the larger institutions, such as the Universities of the three States, 
and in Washington University in St. Louis, the members of the staffs of the 
different departments interested in the W. I. C. co-operated to the great 
advantage of the course, and, it was generally recognized, to the advantage 
of the departments themselves. In the smaller institutions where one man 
or department covered all or most of the social sciences there was no such 
io6 



APPENDIX B 



opportunity and the teaching by different members of the college staff of 
subject-matter which lay outside their field did not give evidence of being 
well done. 

The problem of the greatest importance arising out of the W. I. C. is the 
type of course that is to follow during this year and that which may result 
from this in following years. Twenty-one institutions announce that they 
expect to continue the W. I. C. during the year. Eleven announce that they 
will discontinue the course, and one was undecided. Twelve institutions 
have not answered the inquiry sent them. 

In the three State xmiversities, at Lawrence, Boulder, and Columbia, there 
was undertaken, in accordance with the suggestion made at Washington, at 
the meeting of the directors of the W. I. C, conferences of the institutions in 
the States to discuss the form in which the course should be continued, and 
to confer upon methods, literature and syllabi. From Lawrence I have 
heard that steps have been taken toward this though at the time of my letter 
the conference had not met. The professor in the history department who 
was most interested in the conference was unfortunately unable to do much 
toward pushing it, and I am afraid that little has resulted from the plan. 
At Columbia the conference was held during the last week in December, and 
though not many institutions were represented, the work done was of such a 
character that it can be put at the disposal of other institutions. At Boulder 
the whole undertaking fell through largely through the sickness of the 
director of the W. I. C. who was expecting to carry it out. There was no 
one else who was interested and able to push it. I expect to have further 
information from these institutions soon and will forward it. 

In discussing the project of the continuation of the course, I have met 
the problem of the type of course which can be given in the Freshman year, 
that can serve the same purpose as that served by the W. I. C, i. e., of giving 
the student a feeling for the life of the country and his place in it. It has 
been phrased often in the rather hackneyed fashion — a citizenship course. 
Both needs are recognized here, a course for Freshmen which will be intro- 
ductory to the work which they will have later in the social sciences, and one 
which will give them a realization of the meaning to the community. I think 
the W. I. C. has brought the question of such a Freshmen course more 
prominently before the colleges and universities than any other event in 
academic experience. The detailed statements of the course in the different 
institutions which I was able to visit you have in your files. 



Austin, Texas, December 12, 1918. 

FROM: R. P. Brooks, District Director War Issues Course in District 10. 

TO: Frank Aydelotte, Director War Issues Course. 

SUBJECT: Summary Report on War Issues Course. 

1. My appointment as District Director of the War Issues Course was 
dated October 18, 1918. I remained in Athens, Ga., awaiting instructions 
and transportation requests until October 26th. In pursuance of orders I 
went on that day to Nashville, Tenn., for a conference with Prof. M. L. 
Bonham, District Director for the Fifth District. Proceeding, I reached 
Austin October 30th. 

2. On reaching the district headquarters, I sent out a circular letter to all 
instructors in War Issues Courses, apprising them of my connection with 
the work and making various suggestions. 

3. The work of inspection began on November 3rd and went ahead with- 
out interruption until December 11th. During the five weeks I visited thirty 
institutions, distributed as follows : Arkansas, 6 ; Louisiana, 7 ; Oklahoma, 2 ; 
Texas, 15. Reports on the work in these institutions were made to you at 
the time of the inspection. 

4. When it became apparent that, on account of the large number of 
institutions in the district and the great extent of territory embraced in the 
four states, it would be impossible for me to visit all the colleges during the 
first term, I prepared and sent to the instructors in the institutions which at 
that time had not been inspected, a circular letter, dated November 11 
asking for information about the course. My thought was that on the 
basis of the information thus obtained I would be able to make suggestions 
as to the organization of the courses and the equipment for the work, and 
perhaps in this way prevent some institutions from getting a bad start. Ac- 
companying the circular was a blank form to be filled. The replies to this 
circular, all colleges answering, led to a considerable amount of corre- 
spondence. From the data received in this way it would be possible for me 
to make fairly complete reports on the institutions not visited. I do not send 
such reports, however, because the reports called for by you contemplate 
actual visitation. I am taking to Athens, Ga., all this material as well as the 
other documents that have accumulated in connection with my work, and 
will be able at any time to supply information as to the War Issues Course 
in any institution of the district. 

5. Impressions of the War Issues Work. 

a. By reason of the late start and such interruptions as the influenza and 
military interference with the regular meeting of classes, I feel (and this feel- 
ing is shared by many professors in charge of the work) that the War Issues 
Course has not had a fair chance. In many institutions, however, the work 
has been well organized, and, in spite of all obstacles, is going ahead with 
io8 



APPENDIX B 



excellent results. Great interest is reported everywhere in the subject-matter 
of the course; instructors and students are enthusiastic over it. In a number 
of cases where members of departments not related to History or Govern- 
ment have been called into the teaching of War Issues, I have found very 
intelligent and earnest work being done. The departments in the colleges 
have co-operated well to this end. , ^ 

b. Since the signing of the Armistice I have sought to ascertain the inten- 
tions of the institutions as to the voluntary continuance of the course I 
have found only one institution in which it has been determined to discontinue 
the work. This was a medical college and the curriculum was already 
crowded. I believe the great majority of the colleges in this district will 
continue the course. In my circular letter ?o instructors, dated today. I have 
calkd^ attention to the facilities for the course mentioned in your circular 

c. I am impressed that the supervision exercised by the committee through 
the personal visitation of the District Directors has been beneficial to the insti- 
tutions, particularly the smaller colleges. In this district there is a large 
number of small, poorly equipped institutions. Their standards are low and 
they lack for the most part, all sorts of physical equipment for teaching. U 
has been found possible to impress on the heads of colleges the necessity for 
improvement; and I think distinct progress was being made when the super- 
vision came to an end. ^ 

d. The organization, character of instruction and equipment for the work 
was much better m the large than in the small colleges; but there was much 
less friction between the academic and military authorities in the smaller than 
m the greater institutions. Many of the small colleges would like to retain 
ttie i>. A. T. C; the more important institutions are glad to revert to the old 
system. 



San Francisco, Calif., January 2, 1919. 

FROM: John S. P. Tatlock, District Director War Issues Course, District 11. 

TO: Frank Aydelotte, Director War Issues Course. 

SUBJECT: Summary Report on War Issues Course. 

In District 11 tlie War Issues Course was nearly always conducted in a 
satisfactory way according to the suggestions of the Committee. But the Dis- 
trict Director found his visits both needed and welcome, since he went with a 
constructive and helpful spirit. Most of the twenty-two institutions devoted 
the first quarter to the historical side of the subject, generally uiing some 
reputable text-book, with one or two hours devoted to lectures, and the other 
two or one to recitation. While there was more or less written work, there 
was usually no regular combination with English Composition. 

The amount of work done by the students was generally disappointing, 
owing to the epidemic, to the confusions which attended the opening weeks 
of the S. A. T. C, and to the demoralization which set in after the 11th of 
November. But the spirit of the instructors was most gratifying and usually 
also their work. While in the smaller colleges one or two men handled the 
course, in the larger several departments often co-operated, with harmony and 
effectiveness; if the course had continued as planned, this co-operation and 
its resultant benefits would doubtless have been more conspicuous. The best 
men on the teaching staff were usually glad to take a hand in the course and 
there was no difficulty in manning it. The policy of putting the colleges on 
their mettle, but allowing them freedom from detailed prescriptions, was well 
justified. It is fair to say that the War Issues Course was perhaps the most 
successful part of the work of the S. A. T. C. 



Helena, Montana, December 11, 1918. 

FROM: Edgar E. Robinson, District Director War Issues Course in District 12. 

TO: Frank Aydelotte, Director War Issues Course. 

SUBJECT: Summary Report on War Issues Course. 

1. In this brief summary, no effort will be made to more than generalize 
upon the work in this district. For specific information on each institution, 
reference should be made to : 

(1) The first reports from the several institutions to the District Educa- 
tional Director. 

(2) The preliminary reports of the District Director. 

(3) The second and third reports made by the various institutions to the 
District Director. 

(4) Correspondence of the District Director with the instructors in the 
various institutions. 

Copies of all this material have been filed with the Washington office. 

2. Due to the late arrival in the district, the District Director of War 
Issues made but one trip to all except four of the institutions and, in several 
cases, his visit was very brief. At the time of his arrival (November 6th), 
several of the institutions had already closed and in the subsequent six weeks 
many of these were closed at the time of his visit. Due to these conditions, 
from the very beginning, as much business as possible has been carried on by 
correspondence. The great distances between institutions in this district have 
constituted additional reasons for less frequent visits in the limited time avail- 
able. The District Director has, however, personally conferred with the 
instructor in charge of War Issues in fourteen of the eighteen institutions in 
the district. 

3. Every institution has been affected by the epidemic of influenza. In a 
few, only a day or so was lost to the entire student-body. In others, less than 
a month of work has been obtained in the entire quarter. In all of the insti- 
tutions, even where the student-body was not as a whole excused from class, 
the number of cases of influenza each week has seriously cut the time avail- 
able for War Issues. 

4. In every case, the chairman of the committee on War Issues was sym- 
phetic. The greatest difficulties have arisen out of the following conditions: 

A. Lack of knowledge on the part of instructors of available text-books. 

B. Lack of government materials until from one-third to one-half of the 
time had elapsed. 

C. Inability to change plans after the course was well started. 

D. Lack of sufficient number of instructors. 



^, 



FINAL REPORT— WAR ISSUES COURSE 



5. On November 30th, the District Director sent out a letter of inquiry to 
each of the instructors and a copy of this letter and of the replies have been 
filed with the Washington office. These replies seem to throw light upon the 
difficulties that were apparent to the various instructors as they neared the 
close of their work. 

6. It now seems probable that a course in War Issues will be given in the 
second quarter in the following institutions of this district : College of Puget 
Sound, Reed College, University of Idaho, University of Montana, Montana 
College of Agriculture, Oregon Agricultural College. 

It is possible that others may be added to this lis?. It is the intention of 
the District Director to visit most of these institutions before the end of the 
present quarter, ?o go over with the instructors their plans. A letter will also 
be sent to the other institutions and a particular appeal will be made for a 
continuance of the work in those institutions where the work during the 
present quarter warrants unusual effort to bring about a continuation. 






